Latinos in Massachusetts Public Schools: Holyoke

Size: px
Start display at page:

Download "Latinos in Massachusetts Public Schools: Holyoke"

Transcription

1 University of Massachusetts Boston ScholarWorks at UMass Boston Gastón Institute Publications Gastón Institute for Community Development and Public Policy Publications s in Massachusetts Public Schools: Holyoke Michael Berardino University of Massachusetts Boston, Follow this and additional works at: Part of the Demography, Population, and Ecology Commons, Education Policy Commons, and the Race and Ethnicity Commons Recommended Citation Berardino, Michael, "s in Massachusetts Public Schools: Holyoke" (2015). Gastón Institute Publications. Paper This Research Report is brought to you for free and open access by the Gastón Institute for Community Development and Public Policy Publications at ScholarWorks at UMass Boston. It has been accepted for inclusion in Gastón Institute Publications by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact

2 s in Massachusetts Public Schools Holyoke by Michael Berardino, MS March, 2015 THE MAURICIO GASTÓN INSTITUTE FOR LATINO COMMUNITY DEVELOPMENT AND PUBLIC POLICY

3 Holyoke This report provides a snapshot of current educational outcomes for students in the city of Holyoke. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that have been analyzed for the community by the Gastón Institute. Using the ethno-racial categories assigned by MADESE, the report focuses on demographic trends and the most recent educational outcomes of students relative to other ethno-racial groups in the school district and to students statewide. 1 The report has four sections: The first section illustrates the demographic shift occurring in the Holyoke Public Schools. Enrollment has been shrinking among all ethno-racial groups, but less so among s than among other groups, resulting in a larger proportion of students. The second section compares the performance of students in Holyoke on the Massachusetts Comprehensive Assessment System (MCAS) tests with the performance of all students statewide and other ethno-racial groups in Holyoke. Despite persistent disparities in outcomes, the achievement gap between and White students has been shrinking slightly over recent years. students in Holyoke have made especially large improvements on the Grade 10 English Language Arts and Science/Technology/Engineering tests. Notes 1 While analyzing and presenting the data using MADESE s ethno-racial categories, we use the term rather than Hispanic. The third section shows graduation, dropout, and college enrollment rates, relative to other students in the district and to all students statewide. Here too, while the data show marked discrepancies between and White students in Holyoke, they also show a narrowing of the gaps in recent years. The graduation rate has notably risen, and the decline of the dropout rate has been equally clear. The fourth section compares outcomes and engagement variables at the two high schools in Holyoke, demonstrating the drastic disparities in outcomes between Holyoke High School and Dean Vocational Technical High School and between and White students at Holyoke High School. 2 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

4 Demographics I. Demographics I. Demographics Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 African American/ 2% 3% African American/ 2% 16% 3% Black 16% Black 79% 79% White White Other Other Source: MADESE (n.d.). Enrollment Data. Source: MADESE (n.d.). Enrollment Data. Source: I. Demographics MADESE (n.d.). Enrollment Data. Figure 1. Ethno-Racial Composition of Holyoke Public Schools, SY2015 African American/ Holyoke is the 36th largest public 2% 3% school district in the state with 5,573 students in SY % Black A great majority (85%) of its students are classified as low-income, the third highest percentage among all school districts in the state. Almost half (48%) of students in Holyoke spoke a language 79% White other than English as their first language and 29% are classified as English Language Learners (ELLs), Other the eighth and fourth highest proportions among all districts in the state. As seen in Figure 1, students Source: are MADESE the largest (n.d.). student Enrollment group: Data. the 4,392 students represent 79% of the total enrollment in Holyoke, the third highest proportion in the state. White students make up 16% of the district, African-American/Black students 3%, and all other ethno-racial groups together 2%. 2 SY refers to the ending year of the school year. For example, SY2014 is the school year that began in September of 2013 and ended in June of As seen in Figure 2 below, from SY2006 to SY2015, the overall number of students in the district decreased by 14%. The number of African-American students decreased by 24%, the number of White students by 35%, and the number of students by 8%. During those years, the overall population of Holyoke decreased by 1% (ACS, 2014), meaning that the decline in student enrollment was more dramatic than the citywide population decline. More than one-third (36%) of students in Holyoke are classified as English Language Learners (ELLs). students in Holyoke are also highly mobile, as evidenced by the 26% who changed schools in SY2013 (including 19% who left Figure 2: Change in Student Enrollment, Holyoke Public Schools, SY2006 to SY2015 Figure 2: Change the district in Student entirely). Enrollment, While specific Holyoke information Public about Schools, the ancestry SY2006 of to the SY2015 students in Holyoke is not available, the American Community Survey estimates that 92% of s in Holyoke are of Puerto Rican heritage (ACS, 2014). -2-8% -2-14% -8% Figure 2: -14% Change in Student Enrollment, Holyoke -24% Public Schools, SY2006 to SY % - Figure 2: Change in Student Enrollment, Holyoke Public Schools, -35% -35% SY2006 to SY2015 Total African-American/Black White Total African-American/Black White % -24% -35% Total African-American/Black White -8% Source: Author s calculations based on MADESE (n.d.). Enrollment Data. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

5 MCAS Performance Figure 3: Percentage of All Students Scoring Proficient or Higher on MCAS Tests by Grade and Subject, SY2014 Figure 3: Percentage of All Students Scoring Proficient or Higher on MCAS Tests by Grade and Subject, SY State District Source: MADESE (2014). MCAS Tests of Spring 2014, Percent of Students at Each Achievement Level for Holyoke. Source: MADESE (2014). MCAS Tests of Spring 2014, Percent of Students at Each Achievement As evidenced Level by Figure for Holyoke. 3 above, Holyoke as a district standardized tests in the Massachusetts Comprehensive percentage of all students in Holyoke and all students statewide who MCAS tests in English Language Arts (ELA), Math As evidenced by Figure 3 above, Holyoke as a district performs far below statewide averages on the standardized tests in the Massachusetts Comprehensive Assessment System (MCAS). Figure 3 shows the percentage of all students in Holyoke and all students statewide who scored Proficient or higher on the 2014 MCAS tests in English Language Arts (ELA), Math, and Science/Technology/Engineering (STE). As seen, the proficiency rates in Holyoke are far below the statewide rates across all grades, most starkly in the early grades. Comparing the proficiency rates for students in Holyoke to the proficiency rates for students statewide also shows performance gaps, but much smaller ones, especially in the Grade 10 MCAS tests, where the gaps are 8 percentage points or less. The following section highlights the performance by students in Holyoke on the Grade 3 Reading and Grade 10 ELA, Math, and STE tests, all important performance measures. Grade 3 Reading is considered an important measurement for academic preparation, because the end of third grade marks the time when students go from learning how to read to learning from reading. The Grade 10 MCAS tests are also important as a metric of preparation for participation in postsecondary education. Furthermore, all students in Massachusetts are required to pass the Grade 10 ELA, Math, and STE MCAS tests in order to qualify for a high school diploma. Test results for s in Holyoke are compared to those for White students in Holyoke and for all students statewide. 4 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

6 Figure 4: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, SY2014 Figure 4: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, SY % 43% 2 11% State - All Students White Source: Figure MADESE 4: Percentage (2014). of Students 2014 MCAS Scoring Results Proficient by Subgroup or Higher by on Grade and 3 Reading Subject. MCAS by Race/Ethnicity, SY % 6 As seen in Figure 4 above, only 11% of 43% students in Holyoke performed at Proficient or higher on the Grade 3 Reading MCAS in SY2014. This proficiency rate Figure was 5: 32 Percentage percentage of Students points Scoring below Proficient the rate for White Higher on students Grade 3 in Reading Holyoke, MCAS and by 2 11% Race/Ethnicity, SY2003-SY points below the rate for all students statewide. Moreover, it was the lowest proficiency 7 rate State among - All Students all ethno-racial White subgroups in all districts in the state. Figure 5 below illustrates that the proficiency rate for students has decreased slightly Source: 6 MADESE (2014) MCAS Results by Subgroup by Grade and Subject. since The rate for White students in Holyoke also decreased over this period and 5 the White- gap actually narrowed by 6%, while the gap with all students statewide increased slightly by 2% 3 Figure 5: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS 2 by Race/Ethnicity, SY2003-SY2014 Figure 5: Percentage of Students Scoring Proficient or Higher on Grade 3 Reading MCAS by Race/Ethnicity, 1 SY2003-SY State - All Students White %" " State - All Students White Source: %" MADESE (2014) MCAS Results by Subgroup by Grade and Subject. " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

7 Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2014 Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY % 86% 8 68% 6 2 State - All Students White Figure 6: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, Source: MADESE SY2014 (2014) MCAS Results by Subgroup by Grade and Subject 10 89% 86% Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject 8 68% 6 In SY2014, 68% of students in Holyoke scored Proficient or higher on 2 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by the Grade 10 ELA MCAS test. This pass rate was 18 percentage points lower than Race/Ethnicity, SY2003-SY2014 the rate for White students in Holyoke and 21 points below the pass rate statewide. 10 State - All Students White As seen in Figure 7 below, however, this 68% was the highest pass rate for Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject students to date. In fact, from SY2003 to SY2014, students eliminated 55% 8 of the performance gap with White students in Holyoke and 53% of the gap with 6 all students statewide. 2 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2003-SY2014 Figure 7: Percentage of Students Scoring Proficient or Higher on Grade 10 ELA MCAS by Race/Ethnicity, SY2003-SY State - All Students White 8 Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject State - All Students White Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject Source: MADESE (2014) MCAS Results by Subgroup by Grade and Subject 6 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

8 Figure 8: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2014 Figure 8: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY % 71% 6 49% Figure 8: 2 Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY State - All Students White 78% 8 Source: MADESE (2014) MCAS Results 71% by Subgroup by Grade and Subject. 6 49% While 2 68% of students in Holyoke in SY2014 passed the Grade 10 ELA test, only 49% passed the Grade 10 Math test. As seen in Figure 8 above, this pass rate is 22 percentage State points - All Students below the rate for White White students in Holyoke and 29 points below the rate for all students statewide. However, Figure 9 below demonstrates Source: Race/Ethnicity, MADESE (2014). SY2003-SY MCAS Results by Subgroup by Grade and Subject. large improvements in pass rates for students in Holyoke from SY 2003 to 10 SY2014. During those 12 years, the gap with White students in Holyoke narrowed by 37% and the gap with all students statewide narrowed by 24%. Figure 9: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by 8 6 Figure 9: Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2003-SY2014 Figure 9: 2 Percentage of Students Scoring Proficient or Higher on Grade 10 Math MCAS by Race/Ethnicity, SY2003-SY State - All Students White 6 2 '" " State - All Students White '" " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

9 Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY2014 Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY % 91% 82% State - All Students White Figure 10: Percentage of Students Scoring Needs Improvement or Higher, Grade 10 STE MCAS by Race/Ethnicity, SY2014 Figure 6 10 illustrates that students in Holyoke have a pass rate of 82% on the Grade 10 Science, Technology, and Engineering MCAS tests (for the STE test, passing requires a score of Needs Improvement or higher). The rate is 9 Figure 11: Percentage of Students Scoring Needs Improvement or Higher on Grade 10 STE MCAS by percentage 2 Race/Ethnicity, SY2008-SY2014 points below the rate for White students and 13 points below the rate for all students statewide. However, Figure 11 below shows that students in 10 Holyoke State have - All made Students substantial progress White on the STE tests since their introduction in 9 Source: SY2008, MADESE improving (2014) by MCAS 24 percentage Results by Subgroup points in by Grade only seven and Subject. years. This improvement resulted in closing a remarkable 74% of the gap with White students in Holyoke 8 and 57% of the gap with all students statewide % Figure 11: Percentage of Students Scoring Needs Improvement or Higher on Grade 10 5 STE MCAS by Race/Ethnicity, SY2008-SY Figure 11: Percentage of Students State Scoring - All Needs Students Improvement or Higher White on Grade 10 STE MCAS by Race/Ethnicity, SY2008-SY2014 Source: 10 MADESE (2014) MCAS Results by Subgroup by Grade and Subject % 82% (" " State - All Students White (" " 8 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

10 Graduation Rate, Dropout Rate, and College Enrollment Rate Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY2013 Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY % Graduated % Dropped Out 86% 82% 6% 7% Source: MADESE (n.d.). Cohort 2014 Graduation Rates. 53% State - All Students White 24% Source: MADESE (n.d.). Cohort 2013 Graduation Rates. Figure 12: Four-Year Cohort Graduation Rate and Dropout Rate by Race/Ethnicity, SY2014 In SY2014, the four-year cohort % Graduated graduation % Dropped rate Out for all students in Holyoke was 6 and the four-year 86% dropout rate 82% 10 was 19%, the worst and second worst rates 53% among all school districts in the state. As demonstrated in Figure 24% 6% 7% 12 above, Holyoke particularly struggles to graduate students within the anticipated four years of high school. State For - All Students students, the White SY2014 four-year graduation rate was 53% Source: and the MADESE dropout (n.d.). rate Cohort was 24% 2014 as Graduation compared Rates. to a graduation rate of 82% and a dropout rate of 7% for White students in Holyoke and 86% and 6% for all students statewide. Despite these disparities, as seen in Figure 13 below there have been marked improvements on four-year cohort graduation and dropout rates for students in Holyoke over the past seven years, with the graduation rate improving from 39% to 53% and the dropout rate decreasing from 43% to 24%. A large proportion Figure 13: Four-Year of Cohort students Graduation are still Rate in and school Dropout after Rate Holyoke four years of Students high Only, SY2006- school. In SY2014 the class of 2013, 12% of students were still in school after four years. One 6 explanation for this large proportion of students still in school after four years is the relatively low percentage of first-time ninth graders who are promoted to tenth grade. For instance, in SY2013, only 7 of first-time ninth graders in Holyoke 2 were promoted to tenth grade, much lower than the rate of 92% of all first-time ninth graders statewide. The SY2013 five-year cohort graduation rate was 4.5 percentage points higher than - Dropout the Rate four-year cohort - Grad rate. Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Figure 13: Four-Year Cohort Graduation Rate and Dropout Rate Holyoke Students Only, SY2006-SY2014 Figure 13: Four-Year Cohort Graduation Rate and Dropout Rate Holyoke Students Only, SY2006- SY Dropout Rate - Grad Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Source: MADESE (n.d.). Cohort 2014 Graduation Rates. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

11 College Enrollment Figure 14: Percentage of High School Graduates Attending Institutions of Higher Figure Education 14: Percentage within of High 16 Months School of Graduates Completing Attending High Institutions School, SY2012 of Higher Education within 16 Months of Completing High School, SY % 8 76% 74% 7 Figure 14: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY State - White All Students 84% Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and 8 Universities. Source: MADESE 76% (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 74% 7 Among all students in Holyoke who complete high school, 78% enroll in an institution of higher education within 16 months of completing high school, two 6 percentage State points - higher than the White rate for all students statewide. As shown in the figure above, All Students among students in Holyoke who completed high school in Source: SY2012, MADESE 74% (n.d.). enrolled Graduates in an institution Attending of Institutions higher education of Higher Education, within 16 All months Colleges of and Universities. completing high school. This was 10 percentage points below the rate for White students in Holyoke but only 2 points behind the overall statewide rate and 11 Figure 15: Percentage of High School Graduates Attending Institutions of Higher Education within 16 points higher than the rate for students statewide. As seen in Figure 15 below, Months of Completing High School, SY2004-SY2012 the 74% college enrollment rate was an increase from 53% in SY2004; in 9 those nine years, students eliminated 57% of the gap with White students in 8 Holyoke and 87% of the gap with all students statewide Figure 15: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY2004-SY2012 Figure 15: 2004 Percentage 2005 of High 2006 School Graduates 2007 Attending Institutions 2010 of Higher 2011 Education 2012 within 16 Months of Completing High School, SY2004-SY2012 State - All Students White 9 Source: 8 MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges State - All Students White Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 10 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

12 Upon first glance, the 78% college enrollment rate for Holyoke is remarkable. It is higher than the rate for large districts with similar demographics (e.g., 65% for Boston, 6 for Chelsea, 74% for Lawrence, 66% for Springfield, and 66% for Worcester). However, there is a disparity in the types of colleges that students from the various districts are enrolling in. In SY2012, 72% of the Holyoke students who enrolled in an institution of higher education enrolled in a two-year college. This was slightly lower than the rate of 74% in Springfield, but much higher than the state rate of 3, the Boston rate of 35%, and the Worcester rate of 55%. As seen in Figure 16 below, over four-fifths (82%) of the Holyoke students attending higher education are enrolled in two-year colleges, as compared to 57% for White students in the district. The Holyoke 2-year college enrollment rate is the same rate as among students in Springfield, but is higher than the for students statewide (6), students in Boston (46%), and students in Worcester (71%). Community colleges offer great opportunities to students, but completion rates at two-year colleges are much lower than the completion rates at four-year colleges and universities. According to the Chronicle of Higher Education (2013), only 11% of first-time students at Massachusetts two-year public colleges graduate within three years as compared to the 44% of students at Massachusetts four-year public colleges who graduate within six years. Figure 16: Percentage of College Attendees Enrolling in Two-Year and Four-Year Colleges, SY2012 Figure 16: Percentage of College Attendees Enrolling in Two-Year and Four-Year Colleges, SY % 82% 71% 6 65% 57% 46% 49% 25% 2 State Boston Holyoke Springfield Worcester 2-Year College Rate - 2-Year College Rate - White Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges Source: and MADESE Universities. (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities.!+ " " The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

13 Spotlight on Holyoke High Schools Previous Gastón Institute research working with the community in Holyoke has shown drastically different perceptions of the two major high schools in Holyoke. The purpose of this section is to compare key educational outcomes at the two high schools. Table 1: Characteristics of Holyoke High Schools, SY2015 % ELL % % Low income (2014) % Students with Disabilities High School Type/ Focus Enrollment Accountability Level Holyoke 1,319 68% 14% 71% 14% Comprehensive Level 3 HS Dean Tech % 31% 92% 35% Vocational/ Technical Level 4 Source: MADESE (2014). Enrollment Data; MADESE (2014). DART for Schools The two high schools in Holyoke are Holyoke High School (Holyoke HS) and Dean Vocational Technical High School (Dean Tech). Holyoke HS has a much larger enrollment at 1,319 as compared to 403 students at Dean Tech. Over the past ten years, the enrollment at Dean Tech has decreased by 44%, while the enrollment at Holyoke HS has increased by 5%. As seen in Table 1, the demographics of the schools differ greatly, with Dean Tech having a larger proportion of students, ELLs, low income students, and students with disabilities as compared to Holyoke HS. Dean Tech is also one of 36 Level 4 schools in the state; based on four-year MCAS trends (MADESE, 2014). The following section provides more detailed information on the performance and engagement of students in the two high schools, disaggregated by race/ ethnicity. This section highlights the disparities that exist between Holyoke HS and Dean Tech and between White and students at Holyoke HS, focusing on MCAS scores, graduation rate, dropout rate, and suspension rate. While not shown in this report, similar disparities exist when looking at attendance rates, chronic absenteeism, and participation in AP exams. 12 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

14 Figure 17: Percentage of Students Passing Grade 10 ELA, Math, and STE MCAS by Race/ Ethnicity, SY2014 Figure 17: Percentage of Students Passing Grade 10 ELA, Math, and STE MCAS by Race/Ethnicity, SY % 94% 94% 89% % 78% 8 74% 7 59% 6 48% 51% 5 29% ELA Math STE State - All Students Holyoke HS - White Holyoke HS - Dean Tech - Figure 17 above shows the disparities in pass rates between students at Dean Tech and Holyoke HS as well as the gaps in pass rates between and White students at Holyoke HS. 4 Looking at the Grade 10 ELA results shows that 77% of students at Holyoke HS passed the test, 29 percentage points higher than the rate for students at Dean Tech but 13 points lower than the rate for White students at Holyoke HS. 4 There were insufficient numbers of White students in SY2014 at Dean Tech to report MCAS outcomes. As seen earlier in the report, students in Holyoke struggle with the Grade 10 Math MCAS test. As Figure 17 shows, the Grade 10 Math pass rate of 59% at Holyoke HS was 30 points higher than the pass rate at Dean Tech but 15 points below the pass rate for White students at Holyoke HS. Figure 17 shows that students at Holyoke HS have a pass rate of 94% on the Grade 10 STE tests, the same rate for White students at Holyoke HS and 43 points higher than the pass rate at Dean Tech. The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

15 Figure 18: Four-Year Cohort Graduation and Dropout Rate, State and Holyoke High Figure Schools, 18: Four-Year White and Cohort Graduation Students and SY2014 Dropout Rate, State and Holyoke High Schools, White and Students SY % 84% 62% 67% 75% 5 31% 17% 25% 6% 7% 8% State - All Holyoke HS - Holyoke HS - Dean - White Dean - Students White 4-Year Grad Rate 4-Year Dropout Rate Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Figure 18: Four-Year Cohort Graduation and Dropout Rate, State and Holyoke High Schools, White and Students SY As seen in Figure 18 above, the SY2014 four-year cohort graduation rate of 62% 62% 67% 75% for students at Holyoke HS was 22 points lower than the rate for White 5 31% students at Holyoke HS, 5 points lower 17% than the rate for White students at Dean 25% 6% 7% 8% Tech, and 22 points higher than the rate for students at Dean Tech. Similarly, the State 17% - All four-year Holyoke cohort HS - dropout Holyoke rate HS - for Dean - White students Dean at - Holyoke HS was 10 Students White points higher than the rate for White students at Holyoke HS, 9 points higher than the rate for White 4-Year students Grad Rate Dean 4-Year Tech, Dropout and Rate 14 points lower than rate for students at Dean Tech. It is noteworthy, however, that the graduation rate at Source: MADESE (n.d.). Cohort 2014 Graduation Rates. Holyoke HS improved from 43% in SY2006 to 62% in SY2014, and at Dean Tech it improved from 33% to. As seen in Figure 19 below, among the students who complete high school, a Figure high 19: proportion Percentage of enroll High School in post-secondary Graduates Attending school. Institutions Nearly four-fifths of Higher Education (78%) of within 16 Months students of Completing from Holyoke High School, HS enrolled SY2012 in college. This was 7 points below the rate for 10 White students at Holyoke HS, 2 points higher than the overall statewide average, 85% and 15 points 76% 78% 8 higher than the rate for students at Dean Tech. However, 63% 6 among the students who enrolled in an institution of higher education, 97% from Dean Tech and 78% from Holyoke HS enrolled in a two-year college, 2 as compared to 56% of White students at Holyoke HS and 3 of all students statewide. 86% 84% State - All Students Holyoke HS - White Holyoke HS - Dean - Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. Figure 19: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY2012 Figure 19: Percentage of High School Graduates Attending Institutions of Higher Education within 16 Months of Completing High School, SY % 85% State - All Students Holyoke HS - White Holyoke HS - Dean - Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. Source: MADESE (n.d.) Graduates Attending Institutions of Higher Education, All Colleges and Universities. 78% 63% 14 The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

16 Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2013 Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY % 31% 24% 19% 19% 8% 12% 3% State Holyoke (K-12) Holyoke HS Dean Tech White Students Students,-" Figure 20: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2013 Source: MADESE (2014). DART Detail: Success After High School. Source: 5 MADESE (2014). DART Detail: Success After High School. 44% 31% 3 24% 19% 19% 2 12% An additional area of 8% 1 concern is the disparity of out-of-school suspension rates 3% seen between and White students district-wide and within the two high schools. Holyoke State as a district has Holyoke a much (K-12) higher out-of-school Holyoke HS suspension Dean Tech rate (22%) than the state rate (4%) for students in grades K-12. As seen in Figure 20, White students at both Holyoke HS and Students Dean Tech Students have suspension rates far above the suspension rates for White students at the respective schools. 44% of,-" students Source: at MADESE Holyoke (2014). HS and DART 31% Detail: of Success students After High at School. Dean Tech received at least one Figure out-of-school 21: Annual suspension Percentage of in Students SY2013. Receiving The -White Least One Out-of-School suspension gap Suspension, was 25 SY percentage points at Holyoke HS and 12 points at Dean Tech (as a comparison, the statewide 8 -White suspension gap is 5 points). As seen in Figure 21 below, the 7 suspension rates at both high schools have been declining over recent years, 6 with the rate at Holyoke HS decreasing by 6 percentage points since SY2008. The 5 rate at Dean Tech decreased dramatically since a suspension rate of 73% in SY Figure 21: Annual 2008 Percentage of 2009 Students Receiving 2010 at Least 2011 One Out-of-School Suspension, SY Figure 21: Annual Percentage of Students Receiving at Least One Out-of-School Suspension, SY2008- Holyoke HS - White Holyoke HS - Dean - White Dean Source: 8 MADESE (2014). DART Detail: Success After High School. 7 6!%" 5 " Source: MADESE (2014). DART Detail: Success After High School. Source: MADESE (2014). DART Detail: Success After High School.!%" " Holyoke HS - White Holyoke HS - Dean - White Dean - The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

17 Sources American Community Survey [ACS] (2014). U.S. Census Bureau, Year American Community Survey. Holyoke, MA. Chronicle of Higher Education (n.d.). College Completion Massachusetts Public Colleges. Retrieved from state/#state=ma&sector=public_two Massachusetts Department of Elementary and Secondary Education. (2014). Level 4 Districts and Schools. Retrieved from turnaround/level4/ Suggested Citation Berardino, Michael. Students in Massachusetts Public Schools Holyoke. Gastón Institute for Community Development and Public Policy, University of Massachusetts Boston: Gastón Institute Publications. March The Mauricio Gastón Institute, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA T

18 The Mauricio Gastón Institute for Community Development and Public Policy conducts research on and for the population in New England. Our goal is to generate the information and analysis necessary to develop more inclusive public policy, and to improve participation in the policy making process. As part of its effort to present vital information about s to diverse audiences, the Gastón Institute has produced this series of demographic and educational profiles for selected cities and towns. Reports can be downloaded from s in Public Schools is a series of reports based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (www.profiles.doe.mass. edu). The public school system in Massachusetts reflects the demographic shift in the diversity of the entire population. The total student enrollment has decreased over the past ten years, but during this period the state has witnessed a growing population of students both in terms of overall enrollment and in proportion of total enrollment. Since the SY2006 school year, the number of students in Massachusetts has increased by 3 (from 125,436 to 162,475 students) representing a jump from 13% to 17% in the proportion of all students). In contrast, during the same period the number of African-American/ Black students has increased by 3%, while the number of White students has decreased by 12%. This growing population in the state is experiencing an achievement gap as compared to White students. They face persistently lower pass rates on the Massachusetts Comprehensive Assessment System (MCAS), the state-required standardized tests. In addition, students experience the highest dropout rate and lowest graduation rate as compared to other ethno-racial groups in the state. The growing student population in many Massachusetts school districts presents these districts with a changing configuration of students and with new challenges and opportunities. We hope that this series of reports will be helpful, both to school officials and to the communities of these cities and towns. About the Author Michael Berardino holds a M.S. in Public Policy from the University of Massachusetts Boston and is currently a Research Associate at the Gastón Institute and a doctoral candidate in Public Policy at UMass Boston s McCormack Graduate School of Policy and Global Studies. His research focuses on the impacts of language instruction and high-stakes testing policies on English Language Learners, with special attention to student outcomes, school discipline, and civic engagement. Find Us on Facebook

Latinos in Massachusetts Public Schools Springfield

Latinos in Massachusetts Public Schools Springfield s in Massachusetts Public Schools Springfield by Michael Berardino, MS June, 2014 THE MAURICIO GASTÓN INSTITUTE FOR LATINO COMMUNITY DEVELOPMENT AND PUBLIC POLICY Springfield Notes 1 While analyzing and

More information

Transitioning English Language Learners in Massachusetts: An Exploratory Data Review. March 2012

Transitioning English Language Learners in Massachusetts: An Exploratory Data Review. March 2012 Transitioning English Language Learners in Massachusetts: An Exploratory Data Review March 2012 i This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell

More information

Massachusetts School-to-College Report High School Class of 2005 February 2008

Massachusetts School-to-College Report High School Class of 2005 February 2008 Massachusetts School-to-College Report High School Class of 2005 February 2008 This report was produced in part with the financial support of the National Governors Association and the Nellie Mae Education

More information

State of New Jersey 2014-15

State of New Jersey 2014-15 Page 1 of 22 OVERVIEW COUNTY VOCATIONAL GRADE SPAN 0912 1.00 313995050 WAYNE, NJ 074702210 The New Jersey Department of Education (NJDOE) is pleased to present these annual reports of Performance. These

More information

Texas High School Graduates College Enrollment Trends 2003-2009

Texas High School Graduates College Enrollment Trends 2003-2009 Texas High School Graduates College Enrollment Trends 23-29 Key Findings The proportion of Texas high school graduates who enrolled in a Texas higher education institution the first fall following high

More information

State of New Jersey 2012-13 41-5460-050 OVERVIEW WARREN COUNTY VOCATIONAL TECHNICAL SCHOOL WARREN 1500 ROUTE 57 WARREN COUNTY VOCATIONAL

State of New Jersey 2012-13 41-5460-050 OVERVIEW WARREN COUNTY VOCATIONAL TECHNICAL SCHOOL WARREN 1500 ROUTE 57 WARREN COUNTY VOCATIONAL 1 415465 OVERVIEW TECHNICAL SCHOOL 15 ROUTE 57 GRADE SPAN 912 WASHINGTON, NEW JERSEY 78829618 1. This school's academic performance is high when compared to schools across the state. Additionally, its

More information

The Greenville County Schools homepage provides five goals for the school system (www.greenville.k12.sc.us/district/admin/stats/measures.

The Greenville County Schools homepage provides five goals for the school system (www.greenville.k12.sc.us/district/admin/stats/measures. Education Greenville County Schools The Greenville County Schools homepage provides five goals for the school system (www.greenville.k12.sc.us/district/admin/stats/measures.asp): 1. Raise the academic

More information

Florida. Who attends Florida's public schools? Total 2010-11 Public Elementary and Secondary Enrollment: 2,643,347

Florida. Who attends Florida's public schools? Total 2010-11 Public Elementary and Secondary Enrollment: 2,643,347 Florida Who attends Florida's public schools? Total 2010-11 Public Elementary and Secondary Enrollment: 2,643,347 Student Enrollment by Race/Ethnicity Student Enrollment by Income, Disability, and English

More information

School Leader s Guide to the 2015 Accountability Determinations

School Leader s Guide to the 2015 Accountability Determinations School Leader s Guide to the 2015 Accountability Determinations This guide is intended to help district and school leaders understand Massachusetts accountability measures, and provides an explanation

More information

New York State Profile

New York State Profile New York State Profile Jennifer Guinn EDUC 547 FALL 2008 According to 2006 U.S. Census estimates, with a total population of over 19 million people, 20 percent of New York State s population were foreign-born

More information

Maine High School Graduates: Trends in College-Going, Persistence, and Completion August 2015

Maine High School Graduates: Trends in College-Going, Persistence, and Completion August 2015 Maine High School Graduates: Trends in College-Going, Persistence, and Completion August 2015 This report summarizes data from the Maine Department of Education (DOE) and the National Student Clearinghouse

More information

Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006

Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006 Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006 Center for Collaborative Education Boston, Massachusetts New research conducted by Boston s Center for Collaborative

More information

State of New Jersey 2012-13

State of New Jersey 2012-13 1 OVERVIEW GRADE SPAN 912 395262 SCOTCH PLAINS, NEW JERSEY 776 1. This school's academic performance is very high when compared to schools across the state. Additionally, its academic performance is very

More information

Description of Massachusetts Support for Turnaround Efforts

Description of Massachusetts Support for Turnaround Efforts Technical Assistance Response Date: June 8, 2015 To: Michigan Department of Education From: Re: Bersheril Bailey, State Manager, and Beverly Mattson, Contributing Author, Great Lakes Comprehensive Center

More information

Student Mobility and the Impact on Student Assessment Scores

Student Mobility and the Impact on Student Assessment Scores Student Mobility and the Impact on Student Assessment Scores STUDENT MOBILITY AND THE IMPACT ON STUDENT ASSESSMENT SCORES IN HOLYOKE The Holyoke Public School District completed a study on student mobility

More information

2013-2014 School Progress Report

2013-2014 School Progress Report 2013-2014 School Progress Report Kensington Health Sciences Academy Governance Address Phone / Fax Website District 2463 Emerald St. Philadelphia, PA 19125 215.291.5185 / 215.291.6320 www.philasd.org/schools/kensingtonhealthsciences

More information

Measuring High School Graduation and Dropout Rates in the Boston Public Schools: The Findings of Alternative Estimating Methodologies

Measuring High School Graduation and Dropout Rates in the Boston Public Schools: The Findings of Alternative Estimating Methodologies Measuring High School Graduation and Dropout Rates in the Boston Public Schools: The Findings of Alternative Estimating Methodologies Prepared by: Andrew Sum Joseph McLaughlin Jacqui Motroni With Ishwar

More information

Using Data to Empower Community A-G Efforts: Bay Area Achievement Data and How to Find it

Using Data to Empower Community A-G Efforts: Bay Area Achievement Data and How to Find it Using Data to Empower Community A-G Efforts: Bay Area Achievement Data and How to Find it The Education Trust-West May 2010 Questions to ask about high school achievement, attainment, and college readiness

More information

State of New Jersey 2013-14

State of New Jersey 2013-14 1 OVERVIEW 21314 GRADE SPAN 912 31411 15 PARK AVENUE PATERSON, NJ 751 1. This school's academic performance significantly lags in comparison to schools across the state. Additionally, its academic performance

More information

Michigan Department of Education, Office of Special Education Michigan s State Performance Plan Annual Public Reporting

Michigan Department of Education, Office of Special Education Michigan s State Performance Plan Annual Public Reporting Michigan Department of Education, Office of Special Education Michigan s State Performance Plan Annual Public Reporting All data reported are from Michigan s Annual Performance Report, submitted 2/1/2012.

More information

Richard Wright PCS for Journalism and Media Arts

Richard Wright PCS for Journalism and Media Arts 24-5 Equity Report What is an Equity Report? Equity in education refers to all students receiving the same caliber of education regardless of their race, ethnicity, economic status, special education status

More information

Prepared by: Andrew Sum Walter McHugh Jacqui Motroni Sheila Palma. Center for Labor Market Studies Northeastern University Boston, Massachusetts

Prepared by: Andrew Sum Walter McHugh Jacqui Motroni Sheila Palma. Center for Labor Market Studies Northeastern University Boston, Massachusetts High School Graduation Outcomes and College Enrollment Plans of Class of 2009 High School Students by Gender in The City of Boston and Selected Large Urban and Affluent School Districts Across the State

More information

Characteristics of Colorado s Online Students

Characteristics of Colorado s Online Students Characteristics of Colorado s Online Students By: Amanda Heiney, Dianne Lefly and Amy Anderson October 2012 Office of Online & Blended Learning 201 E. Colfax Ave., Denver, CO 80203 Phone: 303-866-6897

More information

Allen Elementary School

Allen Elementary School Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the 214-15 educational progress for the. The AER

More information

Policy Brief College Access and Retention of Career and Technical Education Graduates

Policy Brief College Access and Retention of Career and Technical Education Graduates Prepared by Paul E. Harrington and Neeta P. Fogg, Center for Labor Market Studies, Northeastern University, and Christine Shaw, Shawsheen Valley Regional Technical High School, in collaboration with the

More information

2014-15 School Quality Guide / HS Summary of Section Ratings

2014-15 School Quality Guide / HS Summary of Section Ratings School Quality Guide / HS Summary of Section Ratings 84K473 Framework for Great Schools The Framework consists of six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective

More information

High School Graduation and the No Child Left Behind Act

High School Graduation and the No Child Left Behind Act Connecticut The Policy Context High School Graduation and the No Child Left Behind Act The federal No Child Left Behind Act (NCLB), enacted in 2002, holds states and the schools under their jurisdictions

More information

The Condition of New York City High Schools: Examining Trends and Looking Toward the Future

The Condition of New York City High Schools: Examining Trends and Looking Toward the Future DATA BRIEF The Condition of New York City High Schools: Examining Trends and Looking Toward the Future James J. Kemple March 2013 1 Overview Until the turn of the 21 st century, high school graduation

More information

Category Preparation How prepared are students for college-level work? Participation How many students are going to college?

Category Preparation How prepared are students for college-level work? Participation How many students are going to college? JUNE 014 The State of Higher Education in Average Won t Do Regional Profile San Francisco Bay Area Counties of Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo, Santa Clara, Solano, Sonoma

More information

Hispanic High School Student Graduates of Two-Way Bilingual Programs: Attitudes Toward School, Education and the Two-Way Program

Hispanic High School Student Graduates of Two-Way Bilingual Programs: Attitudes Toward School, Education and the Two-Way Program Hispanic High School Student Graduates of Two-Way Bilingual Programs: Attitudes Toward School, Education and the Two-Way Program Kathryn Lindholm-Leary San Jose State University Nationally, the academic

More information

Participation and pass rates for college preparatory transition courses in Kentucky

Participation and pass rates for college preparatory transition courses in Kentucky U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college

More information

Staffordshire University March 25, 2009. Access to Higher Education in the United States: Issues and Challenges

Staffordshire University March 25, 2009. Access to Higher Education in the United States: Issues and Challenges Institute for Education Policy Research Staffordshire University March 25, 2009 Access to Higher Education in the United States: Issues and Challenges Donald E. Heller Overview Measures of college access

More information

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation...

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation... While education serves many purposes, an academically-prepared workforce is more important than ever before to a state s (and our nation s) economy. The level of education demanded by today s jobs, especially

More information

JUST THE FACTS. Birmingham, Alabama

JUST THE FACTS. Birmingham, Alabama JUST THE FACTS Birmingham, Alabama The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational

More information

Annual Performance Report

Annual Performance Report BUREAU OF INDIAN EDUCATION Annual Performance Report Part B FFY 2012 2/3/2014 Revised Clarification 4/30/2014 Table of Contents Introductory Statement..... ii Indicator 1.... 1 Indicator 2.... 4 Indicator

More information

Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Massachusetts. Philadelphia, PA: Institute

Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Massachusetts. Philadelphia, PA: Institute MASSACHUSETTS Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Massachusetts. Philadelphia, PA: Institute for Research on Higher Education, Graduate

More information

2005 Public High School Graduates Report Massachusetts College of Art, Fall 2005

2005 Public High School Graduates Report Massachusetts College of Art, Fall 2005 2005 Public High School Graduates Report Massachusetts College of Art, Fall 2005 About this report This report contains student characteristics and initial outcomes for 2005 MA public high school graduates

More information

Strong Results, High Demand:

Strong Results, High Demand: Strong Results, High Demand: A Four-Year Study of Boston s Pilot High Schools November 2007 Center for Collaborative Education Strong Results, High Demand: A Four-Year Study of Boston s Pilot High Schools

More information

THE EDUCATIONAL PROGRESS OF BLACK STUDENTS

THE EDUCATIONAL PROGRESS OF BLACK STUDENTS NATIONAL CENTER FOR EDUCATION STATISTICS Findings from THE CONDITION OF EDUCATION 1994 NO. 2 THE EDUCATIONAL PROGRESS OF BLACK STUDENTS U.S. Department of Education Office of Educational Research and Improvement

More information

For Immediate Release: Thursday, July 19, 2012 Contact: Jim Polites 860.713.6525

For Immediate Release: Thursday, July 19, 2012 Contact: Jim Polites 860.713.6525 For Immediate Release: Thursday, July 19, 2012 Contact: Jim Polites 860.713.6525 2012 CMT, CAPT RESULTS SHOW SOME INCREASES, WHILE GAPS IN ACHIEVEMENT PERSIST The Connecticut State Department of Education

More information

State of New Jersey 2013-14 31-4010-002 OVERVIEW SCHOOL OF CULINARY ARTS HOSPITALITY AND TOURI PASSAIC 150 PARK AVENUE PATERSON CITY

State of New Jersey 2013-14 31-4010-002 OVERVIEW SCHOOL OF CULINARY ARTS HOSPITALITY AND TOURI PASSAIC 150 PARK AVENUE PATERSON CITY 1 31412 OVERVIEW 15 PARK AVENUE GRADE SPAN 912 PATERSON, NJ 751 1. This school's academic performance significantly lags in comparison to schools across the state. Additionally, its academic performance

More information

DOE s 2012 Closure List

DOE s 2012 Closure List Statistical i Profile Pfil of Schools on DOE s 2012 Closure List INDEPENDENT BUDGET OFFICE EDUCATION RESEARCH TEAM FEBRUARY 2012 DOE s 2012 School Closure List 25 Total*: 8 High Schools 16 Elementary and

More information

DRAFT ADMISSION POLICY 1-6-2015 Madison Park Technical Vocational High School 75 Malcolm X Boulevard Roxbury, Massachusetts 02120 617-635-8970

DRAFT ADMISSION POLICY 1-6-2015 Madison Park Technical Vocational High School 75 Malcolm X Boulevard Roxbury, Massachusetts 02120 617-635-8970 DRAFT ADMISSION POLICY 1-6-2015 Madison Park Technical Vocational High School 75 Malcolm X Boulevard Roxbury, Massachusetts 02120 617-635-8970 I. INTRODUCTION An admission process is necessary in career

More information

PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego

PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego NATIONAL LATINO RESEARCH CENTER PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego This draft report was created by Carolyn Kitzmann, NLRC Research Analyst Arcela Núñez-Álvarez,

More information

Connecticut College and Career Readiness Toolkit Supplemental Data Central High School

Connecticut College and Career Readiness Toolkit Supplemental Data Central High School Connecticut College and Career Readiness Toolkit Supplemental Data Central High School Prepared by the Educational Policy Improvement Center on behalf of the Connecticut P-20 Council Preface This packet

More information

South Dakota DOE 2014-2015 Report Card

South Dakota DOE 2014-2015 Report Card Performance Indicators School Performance Index District Classification: - Exemplary Schools 1 / 24 Schools 4.17% Status Schools 1 / 24 Schools 4.17% Progressing Schools 19 / 24 Schools * No bar will display

More information

Exploring Post-Secondary Attainment: The SDP College-going Diagnostic

Exploring Post-Secondary Attainment: The SDP College-going Diagnostic Exploring Post-Secondary Attainment: The SDP College-going Diagnostic Fulton County Schools, Georgia FEBRUARY 2011 The Strategic Data Project The Strategic Data Project (SDP), housed at the Center for

More information

AMERICA S High School Graduates

AMERICA S High School Graduates U.S. Department of Education NCES 2011-462 AMERICA S High School Graduates results of the 2009 naep high school transcript study What is the High School Transcript Study? The High School Transcript Study

More information

Education Watch DELAWARE. Key Education Facts and Figures. Achievement, Attainment and Opportunity From Elementary School through College

Education Watch DELAWARE. Key Education Facts and Figures. Achievement, Attainment and Opportunity From Elementary School through College Education Watch DELAWARE Key Education Facts and Figures Achievement, Attainment and Opportunity From Elementary School through College Prepared by the Education Trust, Inc. Fall 2006 ACHIEVEMENT Delaware

More information

State of New Jersey OVERVIEW ATLANTIC ATLANTIC CITY GRADE SPAN 09-12

State of New Jersey OVERVIEW ATLANTIC ATLANTIC CITY GRADE SPAN 09-12 1 OVERVIEW This school's academic performance significantly lags in comparison to schools across the state. Additionally, its academic performance lags in comparison to its peers. This school's college

More information

Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Florida. Philadelphia, PA: Institute for

Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Florida. Philadelphia, PA: Institute for FLORIDA Suggested Citation: Institute for Research on Higher Education. (2016). College Affordability Diagnosis: Florida. Philadelphia, PA: Institute for Research on Higher Education, Graduate School of

More information

Career & Technology Education and College Going

Career & Technology Education and College Going Career & Technology Education and College Going Lee Holcombe Director of Evaluation and Special Projects holcombe@utdallas.edu 972-883-6410 Study 1: The Region I College Transition Project Study 2: The

More information

LOUISIANA SCHOOLS PROFILE RE-IMAGINING TEACHING AND LEARNING

LOUISIANA SCHOOLS PROFILE RE-IMAGINING TEACHING AND LEARNING LOUISIANA SCHOOLS PROFILE RE-IMAGINING TEACHING AND LEARNING NEW TECH NETWORK New Tech Network is a non-profit school development organization dedicated to ensuring all students develop the skills and

More information

21st. 55th. 65th. 23rd. 21st. 59th. 59th. 22nd. 29th. 10th. New Media Technology Charter School. 2014-2015 School Progress Report.

21st. 55th. 65th. 23rd. 21st. 59th. 59th. 22nd. 29th. 10th. New Media Technology Charter School. 2014-2015 School Progress Report. 2014-2015 School Progress Report New Media Technology Charter School Governance Charter Report Type High School Address 8034 Thouron Ave. Enrollment 394 Philadelphia, PA 19150 Grade Range 9-12 Phone/Fax

More information

Florida Department of Education Bureau of Exceptional Education and Student Services. 2016 LEA Profile. Introduction

Florida Department of Education Bureau of Exceptional Education and Student Services. 2016 LEA Profile. Introduction Bureau of Exceptional Education and Student Services Pam Stewart Commissioner 2016 LEA Profile Introduction : Enrollment Group: PK-12 Population: Percent Disabled: Alachua 20,000 to 40,000 29,320 13% The

More information

2014-2015 School Accountability Report

2014-2015 School Accountability Report Northwest Career and Technical Academy Clark County School District 8200 W. Tropical Parkway Kimberly S. Mangino, Principal Las Vegas, NV 89149 Grade Levels: 9-12 Ph: 702-799-4640, Fax: 702-799-4644 Website:

More information

State of New Jersey 2012-13

State of New Jersey 2012-13 1 OVERVIEW GRADE SPAN 912 2152151 TRENTON CENTRAL HIGH SCHOOL WEST CAMPUS 11 WEST STATE ST TRENTON, NEW JERSEY 8618 1. This school's academic performance lags in comparison to schools across the state.

More information

February 2003 Report No. 03-17

February 2003 Report No. 03-17 February 2003 Report No. 03-17 Bright Futures Contributes to Improved College Preparation, Affordability, and Enrollment at a glance Since the Bright Futures program was created in 1997, Florida s high

More information

State of New Jersey 2012-13

State of New Jersey 2012-13 1 OVERVIEW Graduation and PostSecondary 18 27 1% Very High Performance is defined as being equal to or above the 8th percentile. High Performance is defined as being between the 6th and 79.9th percentiles.

More information

Getting Closer to the Finish Line

Getting Closer to the Finish Line U n d e r s t a n d i n g B o s t o n Getting Closer to the Finish Line The College Enrollment and Completion Experiences of Graduates of the Boston Public Schools Prepared by: Center for Labor Market

More information

JUST THE FACTS. Florida

JUST THE FACTS. Florida JUST THE FACTS Florida The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards

More information

Who is Aurora? Supplement A: Education. An Overview of demographic and social data and trends

Who is Aurora? Supplement A: Education. An Overview of demographic and social data and trends Who is Aurora? An Overview of demographic and social data and trends Supplement A: City of Aurora Planning and Development Services December 2010 City of Aurora Planning & Development Services Department

More information

State of New Jersey 2012-13 31-4010-002 OVERVIEW SCHOOL OF CULINARY ARTS HOSPITALITY & TOURISM PASSAIC 150 PARK AVENUE PATERSON CITY

State of New Jersey 2012-13 31-4010-002 OVERVIEW SCHOOL OF CULINARY ARTS HOSPITALITY & TOURISM PASSAIC 150 PARK AVENUE PATERSON CITY 1 31412 OVERVIEW 15 PARK AVENUE GRADE SPAN 912 PATERSON, NEW JERSEY 751 1. This school's academic performance significantly lags in comparison to schools across the state. Additionally, its academic performance

More information

P-20 in Action Michigan s Focus on Career and College Ready Students: Student Success through Collaborative Efforts Pk-20

P-20 in Action Michigan s Focus on Career and College Ready Students: Student Success through Collaborative Efforts Pk-20 P-20 in Action Michigan s Focus on Career and College Ready Students: Student Success through Collaborative Efforts Pk-20 Michigan Community College Association Student Success Applied Research Symposium

More information

2013-2014 School Accountability Report

2013-2014 School Accountability Report of the Arts Clark County School District 315 S. 7th St. Scott M. Walker, Principal, NV 89101 Grade Levels: 9-12 Ph: 702-799-7800, Fax: 702-799-7948 Website: www.lasvegasacademy.net 2013-2014 School Accountability

More information

WORKING DRAFT. Building On-Track Indicators for High School Graduation and College. Readiness: Evidence from New York City

WORKING DRAFT. Building On-Track Indicators for High School Graduation and College. Readiness: Evidence from New York City Running head: BUILDING ON-TRACK INDICATORS WORKING DRAFT Building On-Track Indicators for High School Graduation and College Readiness: Evidence from New York City James J. Kemple, Micha D. Segeritz, and

More information

NCES 2011-034 U.S. DEPARTMENT OF EDUCATION

NCES 2011-034 U.S. DEPARTMENT OF EDUCATION NCES 2011-034 U.S. DEPARTMENT OF EDUCATION The Condition of Education 2011 in Brief MAY 2011 Editors Susan Aud National Center for Education Statistics Gretchen Hannes American Institutes for Research

More information

Education Research Brief

Education Research Brief Education Research Brief March 2009 Office of Strategic Planning, Research, and Evaluation Galileo and Interim Assessment By Lynne Sacks, Graduate Student Intern, Office of Strategic Planning, Research,

More information

Accountability Reforms In New York City Public Schools Before and After Mayoral Control

Accountability Reforms In New York City Public Schools Before and After Mayoral Control Accountability Reforms In New York City Public Schools Before and After Mayoral Control Hon. James F. Brennan New York State Assembly Prepared by Shawn Campbell Legislative Aide Mayor Bloomberg and New

More information

Race Matters. Household Asset Poverty by Race in North Carolina. Child Poverty by County

Race Matters. Household Asset Poverty by Race in North Carolina. Child Poverty by County Race Matters Children of color are more likely to grow up in both income poverty and asset poverty. This double burden creates a difficult barrier for children to overcome. As adults, children of color

More information

Top-to-Bottom Ranking, Priority, Focus and Rewards Schools Identification Business Rules. Overview

Top-to-Bottom Ranking, Priority, Focus and Rewards Schools Identification Business Rules. Overview Top-to-Bottom Ranking, Priority, Focus and Rewards Schools Identification Business Rules Overview Top-to-Bottom Ranking: List of schools and ranked by their performance. The ranking is based on student

More information

Advanced Analytics Leading to New Insights into College Readiness in Fort Worth ISD

Advanced Analytics Leading to New Insights into College Readiness in Fort Worth ISD Advanced Analytics Leading to New Insights into College Readiness in Fort Worth ISD Texas Association of School Administrators Summer Conference June 27, 2011 The Challenge A variety of data tell us that

More information

Fact Sheet. GRADED CATEGORIES Nevada Average State

Fact Sheet. GRADED CATEGORIES Nevada Average State Fact Sheet EDUCATION STATISTICS PREPARED BY TODD M. BUTTERWORTH NOVEMBER 2013 RESEARCH DIVISION LEGISLATIVE COUNSEL BUREAU This fact sheet provides a brief snapshot of Nevada s K 12 education system and

More information

Practices Worthy of Attention Asset-Based Instruction Boston Public Schools Boston, Massachusetts

Practices Worthy of Attention Asset-Based Instruction Boston Public Schools Boston, Massachusetts Asset-Based Instruction Boston, Massachusetts Summary of the Practice. has made asset-based instruction one of its priorities in its efforts to improve the quality of teaching and learning. The premise

More information

ETS s Addressing Achievement Gaps Symposium. Black Male Teens: Moving to Success in the High School Years. A Statistical Profile

ETS s Addressing Achievement Gaps Symposium. Black Male Teens: Moving to Success in the High School Years. A Statistical Profile ETS s Addressing Achievement Gaps Symposium Black Male Teens: Moving to Success in the High School Years A Statistical Profile ETS s Addressing Achievement Gaps Symposium Black Male Teens: Moving to Success

More information

Top-to-Bottom Ranking, Priority, Focus and Reward Schools Identification Business Rules. Overview

Top-to-Bottom Ranking, Priority, Focus and Reward Schools Identification Business Rules. Overview Top-to-Bottom Ranking, Priority, Focus and Reward Schools Identification Business Rules Overview Top-to-Bottom Ranking: List of schools, rank ordered by their performance. The ranking is based on student

More information

CPM High Schools California Standards Test (CST) Results for 2004-2010

CPM High Schools California Standards Test (CST) Results for 2004-2010 CPM High California Standards Test (CST) Results for 2004-2010 The tables below show a comparison between CPM high schools and all high schools in California based on the percentage of students who scored

More information

SDP COLLEGE-GOING DIAGNOSTIC. Albuquerque Public Schools

SDP COLLEGE-GOING DIAGNOSTIC. Albuquerque Public Schools Public Schools May 2014 CURRENT SDP PARTNERS THE STRATEGIC DATA PROJECT (SDP) Since 2008, SDP has partnered with 75 school districts, charter school networks, state agencies, and nonprofit organizations

More information

Accountability Update

Accountability Update Accountability Update School Grades Technical Assistance Meeting April 8 and 9, 2015 Orlando, Florida Tallahassee, Florida Today s Topics Part 1: Accountability Changes for 2014 15 School Grades School

More information

Marriage and divorce: patterns by gender, race, and educational attainment

Marriage and divorce: patterns by gender, race, and educational attainment ARTICLE OCTOBER 2013 Marriage and divorce: patterns by gender, race, and educational attainment Using data from the National Longitudinal Survey of Youth 1979 (NLSY79), this article examines s and divorces

More information

Texas Education Agency 2013-14 Federal Report Card for Texas Public Schools State

Texas Education Agency 2013-14 Federal Report Card for Texas Public Schools State Texas Education Agency 2013-14 Federal Report Card for Texas Public Schools State Part I: Percent Tested and Student Achievement by Proficiency Level This section provides the State of Texas Assessments

More information

REPORT CARD THE STATE OF SOUTH CAROLINA ANNUAL SCHOOL. Airport High School 1315 Boston Avenue West Columbia, SC 29170 RATINGS OVER 5-YEAR PERIOD YEAR

REPORT CARD THE STATE OF SOUTH CAROLINA ANNUAL SCHOOL. Airport High School 1315 Boston Avenue West Columbia, SC 29170 RATINGS OVER 5-YEAR PERIOD YEAR Airport High School 1315 Boston Avenue West Columbia, SC 29170 Grades 9-12 High School Enrollment 1,330 Students Principal Dr. Dixon Brooks 803-822-5600 Superintendent Dr. Venus J. Holland 803-796-4708

More information

The Bronx Achievement Pact

The Bronx Achievement Pact The Bronx Achievement Pact Every Student Counts Overview The Bronx Achievement Pact works to improve educational outcomes in the Bronx by closing the gaps in the high school-college pipeline. This comprehensive

More information

Arizona AYP Terms. Arizona AMOs. Math AMO (percent passing) Reading AMO

Arizona AYP Terms. Arizona AMOs. Math AMO (percent passing) Reading AMO Arizona AYP Terms Annual Measurable Objectives (AMOs) In accordance with the No Child Left Behind Act of 2001, the Arizona Department of Education (ADE) has established the following intermediate goals:

More information

Iowa. Higher Educ ation Data Dashboard

Iowa. Higher Educ ation Data Dashboard Higher Educ ation Data Dashboard Context Over the last two decades, state support for higher education has grown by $5 billion; yet, the nation has fallen from first to eighth in the world in the percentage

More information

Choice Watch: Diversity and Access in Connecticut s School Choice Programs

Choice Watch: Diversity and Access in Connecticut s School Choice Programs Choice Watch: Diversity and Access in Connecticut s School Choice Programs Robert Cotto, Jr., Ed.M. Kenneth Feder April 2014 [Type a quote from the document or the summary of an interesting point. You

More information

Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been

Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been Introduction: Online school report cards are not new in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has been reporting ABCs results since 1996-97. In 2001, the state General

More information

BEST PRACTICES IN INTERVENTION & REMEDIATION

BEST PRACTICES IN INTERVENTION & REMEDIATION BEST PRACTICES IN INTERVENTION & REMEDIATION Achieve has compiled the following examples of targeted intervention and remediation best practices with where appropriate corresponding student performance

More information

Participation in Postsecondary Remedial Education

Participation in Postsecondary Remedial Education 1 Participation in Postsecondary Remedial Education Summary Participation in postsecondary remedial education in the first year of college is a key measure demonstrating students readiness to do college-level

More information

Rhode Island State Profile

Rhode Island State Profile As America Becomes More Diverse: The Impact of State Higher Education Inequality State Profile Questions You Should Ask How educated is s adult population and workforce? How does compare to the national

More information

St. Paul Children s Collabora4ve. Youth Master Plan Data Update 2014

St. Paul Children s Collabora4ve. Youth Master Plan Data Update 2014 St. Paul Children s Collabora4ve Youth Master Plan Data Update 2014 SIX GOALS Learn: Children are ready for Kindergarten Children are reading by third grade Grow: Children have health care coverage Children

More information

Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion

Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion Steve Kappler AVP Career & College Readiness ACT, Inc. steve.kappler@act.org NACAC Webinar Series February

More information

Chapter 10 Federal Accountability

Chapter 10 Federal Accountability Chapter 10 Federal Accountability Elementary and Secondary Education Act (ESEA) and No Child Left Behind (NCLB) The Elementary and Secondary Education Act (ESEA) was first passed by Congress in 1965 as

More information

Massachusetts State Profile

Massachusetts State Profile As America Becomes More Diverse: The Impact of State Higher Education Inequality State Profile Questions You Should Ask How educated is adult population and workforce? How does compare to the national

More information

Changes in the Demographic Characteristics of Texas High School Graduates. Key Findings

Changes in the Demographic Characteristics of Texas High School Graduates. Key Findings Changes in the Demographic Characteristics of Texas High School Graduates 2003 2009 Key Findings The number of Texas high school graduates increased by 26,166 students, an 11 percent increase from 2003

More information

JUST THE FACTS. New Mexico

JUST THE FACTS. New Mexico JUST THE FACTS New Mexico The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards

More information

College and career readiness

College and career readiness College and career readiness A review and analysis conducted for Generation Next A P R I L 2 0 1 3 Prepared by: Dan Mueller and Edith Gozali-Lee 451 Lexington Parkway North Saint Paul, Minnesota 55104

More information

Virginia s College and Career Readiness Initiative

Virginia s College and Career Readiness Initiative Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),

More information

MEMORANDUM. Members of the Charter Schools Committee of the SUNY Board of Trustees

MEMORANDUM. Members of the Charter Schools Committee of the SUNY Board of Trustees February 27, 2015 MEMORANDUM To: From: Subject: Members of the Charter Schools Committee of the SUNY Board of Trustees Susan Miller Barker, Executive Director, SUNY Charter Schools Institute UFT Charter

More information

Mass Math + Science Initiative. Achieving College Success

Mass Math + Science Initiative. Achieving College Success Mass Math + Science Initiative Achieving Success Examining the impact of the Mass Math + Science Initiative on students matriculation to and persistence in college Mass Insight Education, a 501(c)(3) non-profit

More information