Buffalo City School District Graduation Pipeline, Class of 2008
|
|
- Lee Weaver
- 8 years ago
- Views:
Transcription
1 August 11 In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack of support make the dream of completing high school and postsecondary education seem impossible. Dejected and defeated, many youth give up. In Buffalo, less than half of students who entered the ninth grade in 4 graduated four years later. 1 Of the 3,924 students in that ninth grade class, four years later 2,68 students were left behind. 2 Most of these students are youth of color, as 7 percent of Buffalo s school enrollment is minority, the majority of which are black students. 3 Failure to complete high school has serious effects on long-term life outcomes for young people. Many will endure unemployment and poverty due to lack of education and skills. Several factors affect a young person s development and academic achievement in school: the school environment, the conditions of the community in which they live, family stability, and peer influences. In low-income communities, the combination of all these factors makes it extremely difficult for youth to develop well, achieve in school, and remain on the path to success. For youth to thrive, it takes the collective effort of an entire community to address multiple stumbling blocks and remove barriers that impede a young person s ability to succeed in school and work. The purpose of the community profiles project is to highlight data that help community members, advocates, and policymakers understand the nature and extent of issues facing large numbers of youth in low-income urban and rural communities. Many communities already have begun to work on strategically addressing the issue of dropouts in their communities and are making great strides in this regard. Data and research help communities elevate the issue of youth development and high school dropout, target planning and resources toward specific interventions, create services and activities at sufficient scale to address the needs of all youth, benchmark progress, and make the case for increased investment. Buffalo City School District Graduation Pipeline, Class of 8 Graduates 1,86 Dropped Out 2,68 12th Graders 2,48 Dropped Out 1,16 11th Graders 2,6 Dropped Out 1,319 th Graders 3,473 Dropped Out 41 Beginning of 9th Grade 3,924 % 2% % 7% % Source: Author's analysis using National Center for Education Statistics and EPE Research Center data
2 Schools When Do Buffalo's Youth Drop Out? (4-8 Cohort) Educational success is the cornerstone to creating successful pathways for youth. Many schools in low-income communities are simply not making the mark. The school environment is not functioning well and, as a result, youth are disengaged from school and fail to complete their education. Many schools or districts allocate insufficient staff and resources to address issues such as guidance and counseling, attendance, or additional course help. Disciplinary policies often cause students to spend too many days outside the school building for behavioral infractions. The curriculum is not sufficiently rigorous, and high-poverty and high-minority schools often have the least-experienced teachers Percent 47.3 High School Graduation Rates (7-8 School Year) Buffalo New York United States Source: EPE Research Center 12th Grade 26.6% 11th Grade 9.% 9th Grade 21.8% th Grade 42% Source: EPE Research Center Youth of color fare far worse in high school, particularly males. Nationally, only about half of Hispanic and black students graduate from high school. Those in high poverty communities are even less likely to complete school. In Buffalo, a 3 percent gap in rates of high school graduation exists between black and white male students Buffalo City School District Out of School Suspensions (Per Students) Buffalo City School District falls far behind New York and the United States in graduating students on time. In 8, the cohort graduation rate was 47 percent. Research shows that the majority of students drop out early in high school, after having experienced several years of difficulty, beginning at the end of elementary school or in middle school. 4 Attendance, behavior, and coursework achievement are key predictors in the middle school years of continued school engagement in high school. Tracking these critical areas for all students will enable schools to identify students most in danger of dropping out and provide them with academic and supportive services to keep them connected to school. In Buffalo, 64 percent of students drop out in the 9th and th grades. Another significant portion dropped out in 12th grade approximately 27 percent. This anomaly is one that requires further examination, as state graduation requirements may be impacting 12th grade completion and graduation. Total White Students Hispanic Students Black Students Source: US Department of Education, Office of Civil Rights, 6 Two of the major ways that youth are pushed out of the education system are through harsh disciplinary policies and tracking of students into particular educational levels. Both of these practices have done more harm than good for youth and have contributed to the nation s large dropout problem. The effect is felt more intensely by youth of color, as they are disproportionately affected by the implementation of these policies in school systems. Nationally, 3.3 million youth are punished for school infractions by out-of-school suspension each year. Almost 3, more youth are expelled from school. The policies that made these forms of school punishment so prevalent (zero tolerance policies) began as a way of protecting students from truly dangerous situations. Their implementation, however, has been far too sweep- 2
3 3 ing, punitive, and ineffective, and too many students have suffered a loss of educational opportunities as a result. 7 They lose precious time out of the classroom, and become disengaged from learning. These young people become more likely to drop out of school. Many are also placed into the criminal justice system unnecessarily. 8 These outcomes are usually seen in large degree in urban and high minority school districts, where the existence of these policies is far more prevalent. 9 Buffalo s rate of outof-school suspension is nearly three times the national average. In addition, black students are twice as likely to be suspended from school as their white peers. In the most recent year for which data is available, Buffalo City School District reported no expulsions during that school year, though the public school district does have a policy in place that allows for expulsions Buffalo City School District Gifted and Talented Participation (Per Students) White Hispanic Black Source: US Department of Education, Office of Civil Rights, 6 Another area of educational concern for children and youth is the tracking of students into courses based on their perceived ability to succeed. Tracking that occurs in elementary school tends to follow students for the rest of their lives. Those placed in lower level tracks tend to stay there, even if they are performing well academically and would benefit from higher level coursework. There is a strong correlation between race, class, and track placement. Black and Hispanic students are disproportionately tracked into lower-level courses with less-qualified teachers, reduced expectations, and fewer resources. 11 In Buffalo, white students are over six times more likely than their black or Hispanic peers to participate in gifted/talented courses. The large number of youth dropping out of school in Buffalo requires attention. Many of these youth are not in other educational settings or working. 12 Absent intervention, the segment of our population with less than a high school diploma will grow faster than any other. 13 It is important to note, however, that youth who drop out of school are not beyond our reach. Many recognize their limitations without an education and seek opportunities to reconnect to educational and work experiences to enhance their skills and future prospects. In a recent national survey of high school dropouts, 76 percent said that they would likely re-enroll in school if given a chance. 14 Reconnecting youth by providing them with pathways back to complete their high school education, and linking them to postsecondary education and training opportunities will set them on the right course for more economically stable futures. Community The community in which youth live plays a significant role in their development. Community socio-economic status has an effect on achievement, emotional and social wellbeing, and sexual activity and fertility. 1 Youth perception of the community, both in terms of connectedness and safety, is also critical. Positive connections to adults and institutions within the community and opportunities for civic engagement give youth a sense of worth and help them feel connected to the communities in which they live. Unfortunately, low-income communities lack adequate social and recreational resources, such as afterschool and youth programs. This dearth of services has an adverse effect on youth development in the community. 16 Exposure to violence is associated with a number of behavioral and psychological outcomes and has been found to be a distraction in school. 17 The constant threat of violence in low-income communities prevents youth from envisioning their life prospects, as they are uncertain of even surviving into adulthood Violent Crimes per People 14.6 Buffalo 4.3 United States Source: Federal Bureau of Investigation, Uniform Crime Statistics, 9
4 Percent White Males Homicide Victims in Buffalo, by Race.4 White Females Black Males Black Females. Other Source: Authors analysis of data from Bureau of Justice Statistics, United States United States Department of Justice and Census Bureau, 9 Homicide Victims in Buffalo, by Age Age 2 and Over 9% 24 and Under 41% Under 14, 4% Ages % Ages % Source: Bureau of Justice Statistics, United States Department of Justice, 9 In 9, over 3,9 violent crimes were reported in Buffalo. This represents a per-capita rate of 14.6, which is more than three times greater than the national average of 4.3 violent crimes per 1, people. Reported homicide data for 9 shows that people under age 2 represent 41 percent of victims. The majority of young homicide victims are between ages 18 and 24. A look at homicide data by race reveals that the overwhelming majority (84 percent) of victims were black, mostly males. The population in Buffalo, however, is only 36 percent black. Many cities struggle to get a handle on violence, which is so integrally related to educational and employment success. Too many youth are lost, both as victims and perpetrators of violent crime. Youth are significantly affected by issues of violence. A recent study cited that many high school students living in urban or high poverty communities do not attend school at least once in the last 3 days because they felt unsafe either at school, or on their way to or from school. 19 Many youth also reported being in physical fights or carrying a weapon. In the face of conditions of violence and poverty, it is easy to see how youth may feel ambivalence or, worse yet, despair about their futures. In the same survey, a large portion of students reported feeling sad and hopeless almost every day for two consecutive weeks. Family Poverty and family circumstances also play a role in a young person s ability to complete high school and be successful in adulthood. Youth do not exist separate from their families or households. Issues of poverty and fragile families affect their development and academic attainment. Many of Buffalo s youth grow up in impoverished families, may have fragile living situations, or have parents or caregivers who themselves are not educated. All of these scenarios present extra obstacles to a young person s successful transition into adulthood. These youth need additional services and supports to be successful. In communities such as Buffalo, the volume of youth facing these issues is far greater than in most other locales. Significant investment is needed to affect outcomes for the youth in the community Percent of Children Under 18 Living in Poverty Buffalo New York United States Source: US Census, American Community Survey, 9 4
5 Child poverty levels in Buffalo grossly outpace poverty levels in New York and the United States. In 9, 46 percent of all children and youth under 18 lived below the federal poverty line in Buffalo. In other words, 29,88 children and youth lived in low-income households with earnings less $17,98 per year for a family of three. A startling percent of children lived in families where neither parent was in the labor force Births to Teen Mothers (Per Girls) 17 Buffalo New York United States In addition to the lack of earnings coming into a home, family education levels present struggles for youth. Many children live in families where no parent has a high school diploma. These parents or caregivers are often unable to effectively support the academic achievement of the youth in their homes. Another area of concern is teen pregnancy. Buffalo s teen birth rate is 34 per 1,. Teens who have children are far less likely to graduate from high school. 22 Without flexible educational options for these mothers and fathers, they are more likely to drop out and raise their children in poverty. This continues the cycle of poverty because their children are less likely to be successful. 23 Employment Employment is an important part of youth development and successful progression into young adulthood. A key predictor of consistent employment in adulthood is early exposure to the world of work through summer and yearround employment, internships, and service opportunities in the teen years. Youth who have been employed tend to have higher earnings in young adulthood. Teen employment exposes youth to careers, promotes job readiness and develops their skills in particular industries. 29 Source: US Census, American Community Survey, 8 Community-based employment programs that support the development of soft skills such as communication, work ethic, appropriate dress, interviewing skills, etc. provide the preparation that youth need to be successful in the workforce. These types of programs also have significant value with regard to educational outcomes. Youth employment programs reduce absences from school, and can promote positive academic attitudes and increase the likelihood that students will take academic courses. 2 Youth also begin to have higher expectations of themselves and to set higher life goals as a result of being exposed to the world of work. In addition to the many developmental benefits, youth employment is also helpful for the quality of community life, particularly during the summer months when youth work the most. Youth engage in less criminal activity while employed, 26 therefore the level of crime in a community declines when young people are put to work. In addition, dollars earned and spent by these youth are most often spent within the community, having an important economic impact. 27 Despite all that is known about its benefits, youth employment in our nation is currently at its lowest point in 6 years. 28 In Buffalo, the youth employment situation is far worse than the national average. Nearly three-fourths of youth ages 16 to 19 are not employed. When the data is disaggregated by race, it shows that minority youth work less, with black youth being the least likely to have employment. Half of black youth ages to 24 are not working, an age range where establishing a work history is critical Percent of Youth Not Working, by Age * Year Olds -24 Year Olds Buffalo United States Source: US Census, American Community Survey, 8 *Note: "Not Working" is defined as either unemployment or not participating in the labor force.
6 In many urban areas, there are few jobs located in close proximity to low-income neighborhoods, as many businesses have relocated to suburban areas. Often, youth are competing with unemployed adults for low-wage employment. The end of crucial government-funded programs has significantly hampered the ability of communities to support youth employment. While some communities continue to invest local funds in summer employment, it does not nearly meet the vast need for employment and pathways to careers for youth in low-income communities. Many low-income teens also struggle with balancing the need to help support their families and to finish their education. When communities are able to structure programs that enable youth to accomplish both, everyone benefits Percent of Buffalo Youth Not Working, by Race* Year Olds -24 Year Olds All White Black Source: US Census, American Community Survey, 8 *Note: "Not Working" is defined as either unemployment or not participating in the labor force. Conclusion Too many youth are lost each year when they drop out of school without completing a high school education. They are destined for lifelong poverty and difficulty if they are unable to complete their education and acquire the skills and knowledge that will enable them to work and have a meaningful career. Communities will suffer tremendously if this problem is not addressed they will lose a significant amount of human capital, and will face rising costs in public services to meet the needs of an uneducated population. Young people, particularly those in lowincome communities, must overcome many hurdles to be successful, including the conditions of their schools and neighborhoods. Communities must band together to figure out how to systemically deal with these issues - such as failing schools, family poverty, unemployment, and youth violence so that youth can be successful. By using data to guide the planning and use of resources, communities can create sustainable solutions that will help to keep youth on the path to success in school and in life. 6
7 1 School District Graduation Report: Buffalo City SD, District Graduation Rate Map Tool, Education Week EPE Research Center, gmap/ 2 Enrollment by Grade, Gender, and Race, National Center for Education Statistics, United States Department of Education, 3 Enrollment by Grade, Gender, and Race. 4 Robert Balfanz & Lisa Herzog, Keeping Middle Grades Students On Track to Graduation: Initial Analysis and Implications, May 6, powerpoint/dropoutresearch_4.6.ppt Balfanz, Keeping Middle Grades Students. 6 Given Half a Chance: The Schott State Report on Public Education and Black Males, Schott Foundation, 8, 7 Dariel Janerette & Barbara Shepperson, Zero Tolerance Policies and School Discipline, Delaware Education Research and Development Center 28 (9): 1-6, 8 Opportunities Suspended: The Devastating Consequences of Zero-Tolerance and School Discipline, Advancement Project, 6, 9 Opportunities Suspended Amanda Datnow, The Gender Politics of Educational Change, 1998, Datnow, The Gender Politics. 12 American Community Survey, 9. Table B14: Sex by School Enrollment by Educational Attainment by Employment Status for the Population 16 to 19 Years Patrick J. Kelly, Mounting Pressures Facing the U.S. Workforce and the Increasing Need for Adult Education and Literacy, National Center for Higher Education Management Systems, 7, 14 John M. Bridgeland, John L DiIulio, Jr., & Karen Burke Morison, The Silent Epidemic: Perspectives of High School Dropouts, Bill & Melinda Gates Foundation, 6, 1 Tama Leventhal & Jeanne Brooks-Gunn, Neighborhood Residence and Youth Development: Empirical Findings and Theoretical Models, The Prevention Researcher 1, no. 2 (8): Leventhal, Neighborhood Residence and Youth. 17 Ray Swisher, Neighborhoods and Youth: How Neighborhood Demographics and Social Processes Affect Youth Outcomes, The Prevention Researcher 1, no. 2 (8): Alford A. Young, Jr., The (Non) Accumulation of Capital: Explicating the Relationship of Structure and Agency in the Lives of Poor Black Men, Sociological Theory 17, no. 2(1999), Youth Online: Comprehensive Results, Youth Risk Behavior Survey, Centers for Disease Control, Youth Online: Comprehensive Results 21 American Community Survey, 9. Table B238: Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employer Status of Parents Teen Pregnancy Fact Sheet, March of Dimes, 23 Teen Pregnancy Fact Sheet 24 Linda Harris, The Tragic Loss of the Summer Jobs Program: Why It Is Time to Reinstate, Joint Center for Political and Economic Studies, July/August 7, Susan Jekielek, Stephanie Cochran, and Elizabeth Hair, Employment Programs and Youth Development: A Synthesis, Child Trends, 2, childtrends.org/what_works/clarkwww/employ/employrpt.pdf 26 Jekielek, Employment Programs and Youth Development 27 Harris, The Tragic Loss 28 Andrew Sum, Joseph McLaughlin, Ishwar Khatiwada, et al., The Continued Collapse of the Nation s Teen Job Market and the Dismal Outlook for the 8 Summer Labor Market for Teens: Does Anybody Care?, Center for Labor Market Studies, 8, 29 American Community Survey,
8 ABOUT CLASP CLASP develops and advocates for policies at the federal, state and local levels that improve the lives of low-income people. We focus on policies that strengthen families and create pathways to education and work. Through careful research and analysis and effective advocacy, we develop and promote new ideas, mobilize others, and directly assist governments and advocates to put in place successful strategies that deliver results that matter to people across America. ACKNOWLEDGEMENTS The data profiling project, Keeping Youth Connected, is supported in part by a grant from the Foundation to Promote Open Society. For more information: contact Rhonda Bryant, Senior Policy Analyst, at rbryant@clasp.org 8
Kansas City School District Graduation Pipeline, Class of 2008
August 11 In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack of support make the dream of completing high school and postsecondary
More informationKEEPING YOUTH CONNECTED FOCUS ON BOSTON
KEEPING YOUTH CONNECTED FOCUS ON BOSTON In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack of support make the dream of completing
More informationKeeping Youth Connected
Keeping Youth Connected 8. By Rhonda Tsoi-A-Fatt AUGUST 9 Focus on Minneapolis In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and
More informationKeeping Youth Connected
Keeping Youth Connected 8. By Rhonda Tsoi-A-Fatt JULY 29 Focus on Philadelphia In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and
More informationKeeping Youth Connected
Keeping Youth Connected 8. By Rhonda Tsoi-A-Fatt AUGUST 29 Focus on Chicago In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack
More informationSan Diego Unified School District Graduation Pipeline, Class of 2008
In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack of support make the dream of completing high school and postsecondary education
More informationLos Angeles Unified School District Graduation Pipeline, Class of 2008
August 211 In communities across our nation, thousands of students drop out of high school every day. For most, academic struggles and lack of support make the dream of completing high school and postsecondary
More information!eeping (outh -onnected
!eeping (outh -onnected!. By Rhonda Tsoi A Fatt AUGUST 29 Focus on Atlanta!n communities across our nation. thousands of students drop out of high school every day7 8or most. academic struggles and lac9
More informationETS 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 informationThe 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 informationDismantle the Cradle to Prison Pipeline
A Message to the 81 st Texas Legislature Dismantle the Cradle to Prison Pipeline There is a growing epidemic that threatens the health and prosperity of all Texans. Because of the Cradle to Prison Pipeline
More informationRhode Island KIDS COUNT Presents: Newport Data in Your Backyard ~~~
For Immediate Release Contact: Raymonde Charles Day: (401) 351-9400, Ext. 22 rcharles@rikidscount.org Rhode Island KIDS COUNT Presents: Newport Data in Your Backyard The percentage of Newport eighth graders
More informationCENTER FOR LABOR MARKET STUDIES
The Complete Breakdown in the High Schoolto Work Transition of Young, Non College Enrolled High School Graduates in the U.S.; The Need for an Immediate National Policy Response Prepared by: Andrew Sum
More informationChicago School-to-Prison Pipeline Fact Sheet
Chicago School-to-Prison Pipeline Fact Sheet (September 2013 by Project NIA) Chicago Public School Arrest Data (Source: Policing Chicago Public Schools Vol. 2 http://cpdincps.com/) Overall youth school-based
More informationBMA LIFE OUTCOMES DASHBOARD
Leadership. Sustainability. Impact. BMA LIFE OUTCOMES DASHBOARD Developed by the Institute for Black Male Achievement, the BMA Life Outcomes Dashboard is a leading source of data on a select set of indicators
More informationHigh School Dropouts in Chicago and Illinois: The Growing Labor Market, Income, Civic, Social and Fiscal Costs of Dropping Out of High School
High School Dropouts in Chicago and Illinois: The Growing Labor Market, Income, Civic, Social and Fiscal Costs of Dropping Out of High School Prepared by: Andrew Sum Ishwar Khatiwada Joseph McLaughlin
More informationYear Four Evaluation of City Year Greater Philadelphia
Year Four Evaluation of City Year Greater Philadelphia March 2013 Prepared by Research for Action Michael H. Norton Year Four Evaluation of City Year Greater Philadelphia Prepared by Research for Action
More informationAN EFFECTIVE STRATEGY TO REDUCE DISPROPORTIONATE DISCIPLINE, SUSPENSIONS AND IMPROVE ACADEMIC OUTCOMES.
RESTORATIVE JUSTICE IN OAKLAND SCHOOLS IMPLEMENTATION AND IMPACTS 2014 AN EFFECTIVE STRATEGY TO REDUCE DISPROPORTIONATE DISCIPLINE, SUSPENSIONS AND IMPROVE ACADEMIC OUTCOMES. EXECUTIVE SUMMARY Need for
More informationPutting Youth to Work Series
Putting Youth to Work Series Examples of Effective Practice in Distressed Communities By Sara Hastings July 2009 Baltimore, MD Best Practice Examples in: Convening Body Delivery Agent Workforce and Employer
More informationPrepared Testimony by. Algernon Austin Director Program on Race, Ethnicity and the Economy Economic Policy Institute
Prepared Testimony by Algernon Austin Director Program on Race, Ethnicity and the Economy Economic Policy Institute Before the U.S. House of Representatives Committee on Education and Labor Ensuring Economic
More informationFactors affecting bachelor s degree completion among Black males with prior attrition
Factors affecting bachelor s degree completion among Black males with prior attrition ABSTRACT Rayna Matthews-Whetstone Richardson, Texas ISD Joyce A. Scott Texas A&M University-Commerce Black males lag
More informationSchool Counseling in Texas
The College Board National Office for School Counselor Advocacy (NOSCA) School Counseling in Texas A College Board 2011 National Survey of School Counselors State Brief A brief for the College Board Advocacy
More informationEarly Childhood Education and the African American Child:
Early Childhood Education and the African American Child: A Look at the Impact of Early Education on the Reduction of Violent Crime among African-American Youth By: Jarrett Adams and Introduction Over
More informationSchool Counseling in California
The College Board National Office for School Counselor Advocacy (NOSCA) School Counseling in California A College Board 2011 National Survey of School Counselors State Brief A Brief for the College Board
More informationSchool Counseling in Michigan
The College Board National Office for School Counselor Advocacy (NOSCA) School Counseling in Michigan A College Board 2011 National Survey of School Counselors State Brief A Brief for the College Board
More informationCOLLEGE ENROLLMENT AND WORK ACTIVITY OF 2014 HIGH SCHOOL GRADUATES
For release 10:00 a.m. (EDT) Thursday, April 16, 2015 USDL-15-0608 Technical information: (202) 691-6378 cpsinfo@bls.gov www.bls.gov/cps Media contact: (202) 691-5902 PressOffice@bls.gov COLLEGE ENROLLMENT
More informationCase 4:74-cv-00090-DCB Document 1688 Filed 10/01/14 Page 57 of 136. Life Skills Alternative to Suspension Program (LSASP)
Case 4:74-cv-00090-DCB Document 1688 Filed 10/01/14 Page 57 of 136 Life Skills Alternative to Suspension Program (LSASP) General Description The Life Skills Alternative to Suspension Program (LSASP) provides
More informationA National Call to Action: School Counselors Ensuring College and Career Readiness. College Board National Office for School Counselor Advocacy
A National Call to Action: School Counselors Ensuring College and Career Readiness College Board National Office for School Counselor Advocacy Presented By: Jennifer A. Reed, Director of Counselor Advocacy
More informationSeven weeks before the end of the
Retention and Social Promotion Neither retention nor social promotion are adequate strategies for meeting the needs of students who are at risk of failure. Shane R. Jimerson and Tyler L. Renshaw Seven
More informationSetting the Standard for Evaluation and Data-Informed Decision Making
Elev8 Chicago: Demonstrating the Power and Potential of Community Schools Communities across the country are grappling with the challenge of preparing young people for a bright future, in an era of extremely
More informationThe Condition of College & Career Readiness l 2011
The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas
More informationHealth Insurance Soars, But America s Next Generation Still Lives in Families Struggling to Make Ends Meet
An In-Depth Look at 2014 Census Data and Policy Solutions to Address Poverty Health Insurance Soars, But America s Next Generation Still Lives in Families Struggling to Make Ends Meet Summary of Findings
More informationTeens Who Drop Out Teens Not In School and Not Working School Achievement
Teens Who Drop Out Teens Not In School and Not Working School Achievement DEFINITION The trend graph is based on the national Kids Count definition of dropouts: the percentage of teenagers 16 through
More informationRace 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 informationFacts for Teens: Youth Violence
P.O. Box 6003 Rockville, MD 20849-6003 nyvprc@safeyouth.org www.safeyouth.org Facts for Teens: Youth Violence Introduction Many teenagers are concerned about youth violence, and with good reason. Each
More informationAn Equity Profile of the Kansas City Region. Summary. Overview. The Equity Indicators Framework. central to the region s economic success now and
An Equity Profile of the Kansas City Region PolicyLink and PERE An Equity Profile of the Kansas City Region Summary Overview Across the country, regional planning organizations, community organizations
More informationAMERICA'S YOUNG ADULTS AT 27: LABOR MARKET ACTIVITY, EDUCATION, AND HOUSEHOLD COMPOSITION: RESULTS FROM A LONGITUDINAL SURVEY
For release 10:00 a.m. (EDT) Wednesday, March 26, 2014 USDL-14-0491 Technical information: (202) 691-7410 nls_info@bls.gov www.bls.gov/nls Media contact: (202) 691-5902 PressOffice@bls.gov AMERICA'S YOUNG
More informationBLACK MALE COLLEGE EXPLORERS PROGRAM Investing in the Future, for the Future
BLACK MALE COLLEGE EXPLORERS PROGRAM Investing in the Future, for the Future Presented by Kareem J. Coney, Coordinator, Community Outreach and Retention/Director Black Male College Explorers Program Shawn
More informationEd Tucker, JD, PhD, LCSW Assistant Professor School of Social Work Barry University Miami Shores, Florida
Ed Tucker, JD, PhD, LCSW Assistant Professor School of Social Work Barry University Miami Shores, Florida Zero Tolerance Predetermined consequences for noncompliance with mandatory behavior. Removes discretionary
More informationThe MetLife Survey of
The MetLife Survey of Preparing Students for College and Careers Part 2: Teaching Diverse Learners The MetLife Survey of the American Teacher: Preparing Students for College and Careers The MetLife Survey
More informationPhiladelphia Accelerated Schools 2004-2007
Philadelphia Accelerated Schools 2004-2007 Since the publication of Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia s Dropout Crisis 2000-2005, and the launch of the Project U-Turn
More informationbecoming professional women of color
ywca tulsa becoming professional women of color hallmark area Racial Justice and Women s Economic Empowerment association information 1) Name: YWCA Tulsa 2) Contact Person: Jane Vantine, M.S., L.P.C.,
More informationDRAFT FOR PUBLIC REVIEW
DRAFT FOR PUBLIC REVIEW Portland Plan Phase III: Education Strategy www.pdxplan.com What are the goals of this strategy? Improve student success through community-wide collaborative efforts, address the
More informationTHE 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 informationDestination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools. Their Prevalence and Impact B E R C
Destination Graduation: Sixth Grade Early Warning Indicators for City Schools Their Prevalence and Impact page 1 B E R C Consortium February 2011 B E R C Consortium BERC Executive Committee Andrés Alonso,
More informationCOMMUNITY SCHOOL SUCCESS IN THE BAY AREA AND BEYOND
COMMUNITY SCHOOL SUCCESS IN THE BAY AREA AND BEYOND Children living in poverty are five times more likely to drop out of high school than their higher-income peers, and only 9 percent will obtain a college
More informationCharacteristics 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 informationBCG Assessment of Pathways to Education Executive Summary. February 2011
BCG Assessment of Pathways to Education Executive Summary February 2011 Overview: Pathways-Boston Consulting Group partnership Pathways approaching its 10th anniversary of improving high school graduation
More informationThe MetLife Survey of
The MetLife Survey of Challenges for School Leadership Challenges for School Leadership A Survey of Teachers and Principals Conducted for: MetLife, Inc. Survey Field Dates: Teachers: October 5 November
More informationThe Condition of College & Career Readiness 2013. National
The Condition of College & Career Readiness 2013 National 2013 by ACT, Inc. All rights reserved. The ACT college readiness assessment is a registered trademark of ACT, Inc., in the U.S.A. and other countries.
More informationPolicy 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 informationThe Benefit of After School Programs
Healthy City Advancement Project June 22, 2012 www.advancementprojectca.org www.healthycity.org For many children, after-school programs provide a structured, safe, supervised place to be after school
More informationSchools Uniting Neighborhoods: Community Schools Anchoring Local Change
Schools Uniting Neighborhoods: Community Schools Anchoring Local Change By Diana Hall, Multnomah County Across the United States, communities are thinking differently about the challenges they face to
More informationSocial Justice in Professional School Counseling. Riley Drake, Sawyer Elementary Dr. Bengu Erguner-Tekinalp, Drake University
Social Justice in Professional School Counseling Riley Drake, Sawyer Elementary Dr. Bengu Erguner-Tekinalp, Drake University Nice Counselor Syndrome The purpose of this presentation is to make you less
More informationMeasuring 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 informationNew 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 informationGovernor Snyder s FY2016 Education & School Aid Budget Recommendations
Governor Snyder s FY2016 Education & School Aid Budget Recommendations February 23, 2015 The annual budget is the single most powerful expression of the state s priorities. It is during the budget process
More informationCULTIVATING EQUITY AND EXCELLENCE. Strategic Plan
CULTIVATING EQUITY AND EXCELLENCE 2015 2020 Strategic Plan Dear Hartford Public Schools Community, A strategic plan gives organizations, and communities, permission to believe that great things are possible.
More informationRe-connecting Disconnected Youth with Community and Careers
Re-connecting Disconnected Youth with Community and Careers NGA Policy Institute 9/20/2012 Toni Irving Deputy Chief of Staff Governor Quinn, Illinois In the beginning Illinois Juvenile Court Act of 1899
More informationTESTIMONY. The Council of the City of New York. Committee on Education Robert Jackson, Chair
TESTIMONY The Council of the City of New York Committee on Education Robert Jackson, Chair Oversight: "The Department of Education's Monitoring of Students at Closing Schools" and Consideration of Int.
More informationWhat is Child Well-being?: Does It Matter How We Measure It?
What is Child Well-being?: Does It Matter How We Measure It? Presented to the National Council on Family Relations Annual Conference, San Antonio, Texas November 7, 2013 1 Child well-being represents
More informationM D R w w w. s c h o o l d a t a. c o m 8 0 0-3 3 3-8 8 0 2
MDR s Guide to Federally Funded Education Programs Major federal programs in the Education Budget for Fiscal Year 2011 are listed below. Twenty-three programs were eliminated from the FY2011 budget, including
More informationCSI: Minneapolis Presented by Al Flowers
CSI: Minneapolis Presented by Al Flowers 1 P a g e CSI: Minneapolis Community Standards Initiative Vision It is our belief that it is the responsibility of parents and community members to SET COMMUNITY
More informationJohn Marshall Metropolitan High School Chicago, Illinois
Research: Outcomes of blended / online learning programs John Marshall Metropolitan High School Chicago, Illinois Pathway to Accelerated Student Success (PASS): Three different credit recovery programs
More informationThe Murphy Roadmap: Criminal Justice Reform
The Murphy Roadmap: Criminal Justice Reform Paid for by Friends of Patrick Murphy. PAGE 2 THE MURPHY ROADMAP: CRIMINAL JUSTICE REFORM The Murphy Roadmap: Criminal Justice Reform We need to restore balance
More informationEarly Warning Systems Foundational Research and Lessons from the Field
Early Warning Systems Foundational Research and Lessons from the Field Robert Balfanz and Joanna Fox Everyone Graduates Center, Johns Hopkins Univ. National Governors Association Philadelphia October 2011
More informationAFTERSCHOOL IN INDIANA
THE POWER OF AFTERSCHOOL IN INDIANA WHY AFTERSCHOOL MATTERS FOR INDIANA Every child in Indiana deserves a great education, regardless of background, income or ZIP code. Schools can t do it alone. Youth
More informationPublic Housing and Public Schools: How Do Students Living in NYC Public Housing Fare in School?
Furman Center for real estate & urban policy New York University school of law wagner school of public service november 2008 Policy Brief Public Housing and Public Schools: How Do Students Living in NYC
More informationASPIRA Management Information System OJJDP General Intake Information
ASPIRA Management Information System OJJDP General Intake Information Name: First Name Middle Name Last Name Nick Name Birth Date: (month/day/year) Address: Street Name Apt. # City State Zip Code Supplemental
More informationTeen Pregnancy Prevention
Adolescents Need Comprehensive Youth Development and Approaches ON THE Issues POLICY RECOMMENDATIONS The Children s Aid Society www.childrensaidsociety.org i Executive Summary Teens need information and
More informationTRAYVON S LAW BILL SUMMARY
TRAYVON S LAW BILL SUMMARY In light of the tragic death of Trayvon Martin and the overwhelming national awareness around numerous issues surrounding this case, the NAACP advocates for creating a set of
More informationIssue Brief No. 39 August 2009. Afterschool: Providing a Successful Route to Credit Attainment and Recovery
Issue Brief No. 39 August 2009 Afterschool: Providing a Successful Route to Credit Attainment and Recovery Afterschool programs are a rich environment for the development of viable, innovative learning
More informationResearch on School Suspension
Research on School Suspension Anne-Marie Iselin This document was prepared in conjunction with the 2010 NC Family Impact Seminar, School Suspension: Research and Policy Options, held April 27, 2010, at
More informationThe Benefit of After School Programs
Healthy City Advancement Project June 22, 2012 www.advancementprojectca.org www.healthycity.org For many children, after-school programs provide a structured, safe, supervised place to be after school
More informationGallup-USA Funds Associate Degree Graduates Report
Gallup-USA Funds Associate Degree Graduates Report COPYRIGHT AND TRADEMARK STANDARDS This document contains proprietary research, copyrighted materials and literary property of Gallup, Inc. It is for your
More informationParental Educational Attainment and Higher Educational Opportunity
Parental Educational Attainment and Higher Educational Opportunity Federal higher education policy recognizes certain student characteristics as limiting higher educational opportunity, and has created
More informationAs a reader of ETS s R&D Connections, you have doubtless graduated from high school
No. 18 February 2012 Key Concepts Dropping Out of High School: Prevalence, Risk Factors, and Remediation Strategies Dropping out To quit a course or school without achieving a diploma. Dropout A student
More informationA PHILANTHROPIC PARTNERSHIP FOR BLACK COMMUNITIES. Criminal Justice BLACK FACTS
A PHILANTHROPIC PARTNERSHIP FOR BLACK COMMUNITIES Criminal Justice BLACK FACTS Criminal Justice: UnEqual Opportunity BLACK MEN HAVE AN INCARCERATION RATE NEARLY 7 TIMES HIGHER THAN THEIR WHITE MALE COUNTERPARTS.
More informationADOLESCENT HEALTH AMONG MINNESOTA S RACIAL/ETHNIC GROUPS: PROGRESS AND DISPARITIES
Community Health Division Center for Health Statistics Population Health Assessment Quarterly Volume 4, Issue 1 Summer 3 ADOLESCENT HEALTH AMONG MINNESOTA S RACIAL/ETHNIC GROUPS: PROGRESS AND DISPARITIES
More informationCourse Standards for Freshman Transition Classes
Course Standards for Freshman Transition Classes A Classroom-Based, Comprehensive Guidance and Career Exploration Course for 8 th or 9 th Grade Students Course Goals Reduce dropout rates for both high
More informationParticipation 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 informationEssential Trauma Informed Practices in Schools. Shannon Cronn, N.C.S.P. Barb Iversen, M.C.
Essential Trauma Informed Practices in Schools Shannon Cronn, N.C.S.P. Barb Iversen, M.C. Objectives: Participants attending this session will be able to: Define trauma Explain how trauma may impact child/teen
More informationRace and Social Justice Initiative (RSJI) in the Budget
(RSJI) in the Budget Introduction This chapter provides background and context for Race and Social Justice Initiative (RSJI) related budget additions throughout the 2015-2016 Proposed Budget. This is an
More informationThe Challenge The chart below presents data demonstrating challenges faced by Orlando s BBYM.
My Brother s Keeper Orlando Local Action Plan Background In 2012, the City of Orlando began a comprehensive review of data documenting strengths and opportunities, barriers, and challenges facing youth
More informationPart II: Factors Contributing to the Current Situation The View from the Field
Part II: Factors Contributing to the Current Situation The View from the Field The General Economy Virtually all of our key informants noted that the post-2008 economic environment had complicated the
More informationThis report provides the executive summary for Indicators of School Crime and Safety: 2014.
1 Liability Report Number: LB-10-66 Release Date: August 6, 2015 Section Title: General Information Abstract School violence not only has a direct impact on students, but also on educators, parents, and
More informationHow To Understand The Facts Of Education In The United States
Myths and Realities in Public Education All too often, public schools have been defined by a few narrow measures, cherrypicked data that neither puts public schools in the most positive light nor provides
More informationReach Higher, AMERICA OVERCOMING CRISIS IN THE U.S. WORKFORCE
Reach Higher, AMERICA OVERCOMING CRISIS IN THE U.S. WORKFORCE EXECUTIVE SUMMARY Report of the National Commission on Adult Literacy June 2008 Council for Advancement of Adult Literacy EXECUTIVE SUMMARY
More informationCOLLEGE ACCESS AND SUCCESS
SOCIAL ISSUE REPORT COLLEGE ACCESS AND SUCCESS EDUCATION AND YOUTH DEVELOPMENT COLLEGE ACCESS AND SUCCESS HOW TO USE THIS REPORT Social Impact Research (SIR) reports are a resource for social impact investors
More informationLaying a foundation of hope since 1984
Laying a foundation of hope since 1984 ACS provides residential and non-residential services to children, youth, and families. Since 1984, ACS has been committed to ensuring the safety and well-being of
More informationSelected Findings from the Indicators of School Crime and Safety: 2014
Selected Findings from the Indicators of School Crime and Safety: 2014 CEBCP Symposium, August 17, 2015 Simone A. Robers Associate Director, Education Institute for Public Research, CNA Today! Importance
More informationIssue. Career and Technical Education s Role in Dropout Prevention and Recovery. The Concerns. Staggering Dropout Rates. June 2007
Issue IN THIS Brief: June 2007 Career and Technical Education s Role in Dropout Prevention and Recovery This issue brief will explore the critical role that career and techni- cal education plays in dropout
More informationThe Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA s BEST After-School Program
The Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA s BEST After-School Program Pete Goldschmidt, Denise Huang, & Marjorie Chinen CRESST/University
More informationThe Effects of Early Education on Children in Poverty
The Effects of Early Education on Children in Poverty Anna D. Johnson Doctor of Education Student Developmental Psychology Department of Human Development Teachers College, Columbia University Introduction
More informationAFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES
April 2005 AFTER HIGH SCHOOL: A FIRST LOOK AT THE POSTSCHOOL EXPERIENCES OF YOUTH WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Executive Summary Prepared for: Office
More information051 School Counselor. Effective after October 1, 2013 MI-SG-FLD051-01
051 School Counselor Effective after October 1, 2013 MI-SG-FLD051-01 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact
More informationDropout Prevention in West Virginia A Guide for Community Dialogue
Moving from Dialogue to Action: One out of every four ninth-grade students in West Virginia does not complete high school within four years. In partnership with: Produced with funds from the NGA Center
More informationMALAWI YOUTH DATA SHEET 2014
MALAWI YOUTH DATA SHEET 2014 2 of Every 3 People in Malawi Are Under Age 25 Age 80+ 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 Male Female 20-24 POPULATION 700,000 700,000 0 POPULATION
More informationEducation: It Matters More to Health than Ever Before
ISSUE BRIEF Education: It Matters More to Health than Ever Before Americans with fewer years of education have poorer health and shorter lives, and that has never been more true than today. In fact, since
More informationJUST 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