OAKLAND ACHIEVES
A Project of the Oakland Achieves Partnership
2015
PUBLIC EDUCATION PROGRESS REPORT
WWW.OAKLANDACHIEVES.ORG
OAKLAND ACHIEVES PARTNERSHIP The Oakland Achieves Partnership is a coalition of diverse organizations united by their focus on quality education for the youth in Oakland, CA. The Partnership is committed to providing the community with data that allows us to track how well we are serving public school students in our city. The Partnership maintains a focus on engaging the community around critical issues affecting our kids and driving an agenda for taking action.
WRITTEN BY: URBAN STRATEGIES COUNCIL STAFF Rebecca Brown, Ph.D., Assistant Director of Research Joe Jackson, Research Associate
DESIGNED BY: Emily Lewellen, Studio Squirrel
PHOTOS PROVIDED COURTESY OF: Hasain Rasheed Photography (www.hasainrasheed.com), Oakland Public Education Fund, and Oakland Unified School District.
LETTER FROM THE COALITION SEPTEMBER 22, 2015 Dear Oakland Education Supporters, Every child deserves a world class education. Every adult providing that education deserves the support necessary for success. Our resilient educators and school communities work hard -- against sometimes seemingly insurmountable odds -- to provide the best for our kids every day. To support this work, the 3rd Annual Oakland Achieves Progress Report provides current data on key indicators of educational quality and equity along a cradle-to-career continuum, allowing us to track our progress, target our resources, and hold ourselves accountable. The Oakland Achieves Partnership is united around a positive vision for public education. We believe that educators, policymakers, philanthropists, and education and community leaders can use this information in their work to ensure that all students excel from their earliest years through adulthood. With a better understanding of student outcomes, we can target our expertise and resources where they are most needed, remove barriers to school success, and expand educational opportunities. While there is strong evidence of progress in this year’s report, there remain significant areas of opportunity and need for growth. • Half of our elementary school students do not read at grade level, • Approximately half of our students do not complete the course requirements to have access to our state universities, and • More than three out of ten students do not graduate high school with their class. Our city needs to come together to create the conditions for both students and educators that will help ensure success for all of our students. In the months ahead, our coalition will engage in a process of bringing together the education community for a conversation about the variety of administrative and governance structures of schools in our city (including district-run schools, district-run schools with special autonomies, and district or county-authorized charter schools). We will engage in conversations with leaders and stakeholders, convene community meetings, and rely on a collaborative advisory group with experts from all different types of schools for guidance. We will also be collecting and sharing information and checking in with stakeholders and the community to help interpret what we are finding. Through this process, we hope to bring about an understanding of the outcomes of every student in our public schools and the implications for our community. We hope you will join the conversation. Sincerely, JANIS BURGER, First 5 Alameda County JONATHAN KLEIN, GO Public Schools GLORIA LEE, Educate78 BARB LESLIE, Oakland Metropolitan Chamber of Commerce BRIAN STANLEY, Oakland Public Education Fund ROBERT WILKINS, YMCA JUNIOUS WILLIAMS, Urban Strategies Council
TABLE OF CONTENTS 01
Introduction
03
05
Demographics
08
Pre-Kindergarten Outcomes
08
Readiness for School
10
Early Literacy
11
Elementary School Outcomes
11
Elementary School Attendance
13
Elementary Level Reading
15
Middle School Outcomes
15
17
Suspensions
19
High School Outcomes
19
High School Exit Exam (CAHSEE)
21
University Eligibility (A-G Requirements)
23
Graduation
24
College Outcomes
24
25
Special Education Cradle to Career
26
End Notes
27
Action Plan
Cradle to Career Framework
Middle School Math
Free Application for Federal Student Aid (FAFSA) form submission rate
OAKLAND ACHIEVES THIRD ANNUAL
PUBLIC EDUCATION PROGRESS REPORT INTRODUCTION Oakland’s children deserve a world class education system, but we’ve got a ways to go before this is the reality for all students. We’ve seen some outstanding achievements by individuals and by schools this past year, and we celebrate those successes, but in order to assess where we are and move towards where we want to be, we must dive into the data on the good, the bad and the improving. In this third annual edition of the Oakland Achieves Public Education Progress Report, we present student outcomes so that we, as a city, can see how our public school system is serving our children and youth. Our hope is that these findings drive decision-making and action. This report does not explain all the complex factors that lead to the outcomes we see, but it provides key indicators to measure our future successes.
01
HOW THIS REPORT IS STRUCTURED 2
A “Why It Matters” call-out section to help the reader understand why this data is relevant
3
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Graphs showing data and descriptions of the major findings
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EACH SECTION HAS THREE COMPONENTS: An “About the Data” section: what type of data we have, where it comes from, and data limitations
ABOUT THE DATA: School Years Included This report is primarily an update on the academic outcomes for the 2013-14 school year. However, because more current data were available, we do present 2014-15 enrollment figures and spring 2015 financial aid form submission. Schools Included We have included data on both Oakland Unified School District-run and charter schools, both district and county-authorized, located in Oakland (wherever charter data was available). Each graph has an icon to designate whether it represents “All Public Schools” (district-run and charter) or “District-Run Schools.”
ALL PUBLIC SCHOOLS DATA
DEMOGRAPHICS HIGH SCHOOL OUTCOMES COLLEGE OUTCOMES
DISTRICT-RUN SCHOOLS DATA ONLY
PRE-KINDERGARTEN OUTCOMES ELEMENTARY OUTCOMES MIDDLE SCHOOL OUTCOMES SUSPENSIONS
Groups Included in Analyses Wherever data allowed, we focus on the outcomes of different racial/ethnic groups to track disparities, as well as on “vulnerable populations” including low-income students, English Learners, students in foster care, and students in special education. We have broken out ethnic categories by African American, Asian, Filipino, Latino, Native American, Pacific Islander, and White wherever the population size included 11 or more students. Population sizes are provided next to this symbol:
2015 PROGRESS REPORT
All data that includes charters were derived from the California Department of Education (CDE). Data on district-run schools in Oakland Unified School District were obtained from CDE and also from record level data supplied by the District. The above table indicates in which areas we have data on all public schools (district-run and charter) and where we have only data on district-run schools.
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02
“Equal treatment for children in unequal situations is not justice.” -Jerry Brown
CRADLE-TO-CAREER ANALYSIS OF OAKLAND’S PUBLIC EDUCATION SYSTEM 03 7th & 8th GRADE:
PRESCHOOL Readiness Assessment
12th GRADE: Meeting State University Eligibility Requirements (A-G)
Math Proficiency
Graduation
ATTENDANCE
PRE-K
ELEMENTARY 2nd
MIDDLE 5th
READING PROFICIENCY
HIGH SCHOOL 8th
9th
POST SECONDARY
12th
SUSPENSIONS
KINDERGARTEN:
10th GRADE:
COLLEGE:
Early Literacy Assessment
High School Exit Exam
Student Aid Form Submission (FAFSA)
FIGURE 1: Indicators in Report on Cradle-to-Career Continuum.
WHY EXAMINE THE CRADLE-TO-CAREER CONTINUUM? Examining education indicators across into adulthood. Many communities are using similar frameworks to understand how we can suppor t the success of every child, every step of the way, cradle-to-career.1 This holistic viewpoint allows us to see where we need to align effor ts in the existing fragmented educational landscape, as well as where alignment is needed with health, social, and employment services that young people may need as they develop.
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developmental levels is an impor tant step toward understanding young people’s path through childhood and
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04
DEMOGRAPHICS Who attends public schools in Oakland? 60,000
+
47,283
50,000
Public school enrollment has increased slightly in the past five years.
47,440
48,927
48,029
50,096
40,000
05
30,000 20,000 10,000
2010-11
FIGURE 3: Enrollment of Vulnerable Populations in Public Schools in Oakland, CA, 2014-15.
2012-13
2013-14
2014-15
What student populations are we terming “vulnerable populations” throughout the report? Low-income students, English Learners, and students in foster care often experience disparities in outcomes. For this reason, they are the target of funding through the Local Control Funding Formula, a new system where schools’ funding from the State depends on the size of these populations. Students in special education also experience disparities in outcomes and are a current focus in OUSD.
TOTAL ENROLLMENT
50,096
SOCIOECONOMICALLY DISADVANTAGED STUDENTS2
37,199 (74%)
ENGLISH LEARNERS STUDENTS IN SPECIAL EDUCATION STUDENTS IN FOSTER CARE3
16,272 (33%)
74%
of students in Oakland’s public schools are socioeconomically disadvantaged.
5,288 (11%) 282 (1%)
10,000
20,000
30,000
40,000
50,000
60,000
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FIGURE 2: Public School Enrollment in Oakland, CA, 2010-11 to 2014-15.
2011-12
DEMOGRAPHICS 06
TWO OR MORE RACES
WHITE
3%
10%
90% About 90% of students in Oakland's public schools are of color.
LATINO
45% AFRICAN AMERICAN
27%
FILIPINO
1%
FIGURE 4: Ethnic/Race Demographics of Public Schools in Oakland, CA, 2014-15.
ASIAN
13%
PACIFIC ISLANDER
1%
NATIVE AMERICAN
.4%
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50%
The proportions of Latino and White students have increased, while the African American student population continues to decline.
40%
39%
38%
41%
45%
42%
4 30%
30%
29%
28%
27%
27%
1 20%
12% 2
10%
7%
0%
3
13%
13%
13%
13%
8%
9%
9%
7 10%
1%
2010-11
5 2011-12
1.1%
2012-13
1% 2013-14
6
2014-15
1. AFRICAN AMERICAN 2. ASIAN 3. FILIPINO 4. LATINO 5. NATIVE AMERICAN 6. PACIFIC ISLANDER 7. WHITE FIGURE 6: Race/Ethnic Demographic Trend of Public Schools in Oakland, CA, 2010-11 to 2014-15.
07
DEMOGRAPHICS ENGLISH LEARNER
Nearly 1 out of 3 Oakland public school students are English Learners, and about 3 out of 4 students are low-income.
33%
LOW-INCOME
74%
HOW DID WE DEFINE “LOW-INCOME”? “Low-income” status of students is measured here by eligibility for the Free and Reduced Price Lunch (FRPL) program, which provides nutritionally balanced, low-cost or free lunches to children from low-income households each school day. According to the California Department of Education, to qualify for free meals, a family of four would need to have an income of less than $29,965. Qualification for reduced meals requires an income of less than $42,643 for a family of four.
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FIGURE 8: Enrollment of English Learners and Low-Income Students in Public Schools in Oakland, CA, 2014-15.
PRE-KINDERGARTEN OUTCOMES
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Children who enter school with early learning experiences
This year, we report on the results of the Desired
that provide them with grade level developmental, social,
Results Developmental Profile (DRDP) of preschoolers
and academic skills are much more likely to have successful
who attended preschool in district-run schools.
academic outcomes than less prepared children.4
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HOW IS SCHOOL READINESS MEASURED THIS YEAR?
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READINESS FOR SCHOOL
These students all come from low-income households and represent 17% of their cohort who will start
How well are the district-run preschools for low-income students preparing the students for kindergarten?
kindergarten or transitional kindergarten in the next year.
THE DOMAINS ASSESSED ARE: • Self and Social Development • Language and Literacy Development • Cognitive Development • Mathematical Development • Physical Development • Health
SPRING 2014
88% 84%
SPRING 2013
87%
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SPRING 2012
A large % of preschoolers were ready for kindergarten at the end of the year.
87%
SPRING 2011
60%
70%
80%
90%
100%
FIGURE 9: Percentage of Preschoolers Assessed as Ready for Kindergarten on the DRDP, Spring 2011 to Spring 2014.
SCHOOL READINESS 86%
88%
African American preschoolers were assessed as having improved the least and Latinos the most.
86%
84%
76%
45%
46%
09
47% 40%
35%
START OF YEAR END OF YEAR
AFRICAN AMERICAN
ASIAN
LATINO
WHITE
ALL
FIGURE 10: Percentage of Students Assessed as Ready for Kindergarten on the DRDP at the Beginning and End of the Preschool Year, 2013-14. 2
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FIGURES 9 & 11 represent end of year readiness of preschoolers scheduled to begin kindergarten or transitional kindergarten in the next fall. FIGURE 10 represents the change in readiness of students from the beginning of the year to the end of the year.
87% ENGLISH LEARNER 433
84% ALL 903
English Learners had higher than average rates of readiness at the end of the preschool year 2015 PROGRESS REPORT
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Percentage of Vulnerable Populations Assessed as Ready for Kindergarten on the DRDP, Spring 2012-13.
EARLY LITERACY How many students are entering school with needed early literacy skills? 10
Less than half of students of color entered school with an early literacy skill that is closely associated with later literacy. FIGURE 12: Percentage of Kindergartners Testing At or Above Benchmark on DIBELS Assessment of an Early Literacy Skill (First-Sound Fluency) by Ethnicity, Fall 2013.
NATIVE AMERICAN
WHITE
82%
ASIAN
2,248
PACIFIC ISLANDER
FILIPINO
48%
52%
692
15
448
ALL
52%
67%
40%
LATINO
33%
37%
20
420
582
27
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AFRICAN AMERICAN
DIBELS ASSESSMENT
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We used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment to get a sense of the early literacy skills among kindergarteners who entered OUSD in fall 2013. Percentages represent the proportion of students who met early literacy benchmarks. Reported here are results from the first-sound fluency (ability to identify beginning sounds) assessment which is a strong predictor of later literacy.
ENGLISH LEARNERS 787
Less than
30% 39%
LOW-INCOME 1,495
¹�³
of English Learners tested at or above BENCHMARK
52%
ALL 2,248
10%
20%
30%
40%
50%
60%
FIGURE 13: Percentage of Students Testing At or Above Benchmark on DIBELS Assessment of an Early Literacy Skill (First-Sound Fluency) by Vulnerable Populations, 2013-14.
ELEMENTARY SCHOOL OUTCOMES ELEMENTARY SCHOOL ATTENDANCE How many elementary students are missing school? ATTENDANCE PATTERNS THAT PREDICT SCHOOL ACHIEVEMENT:
11
OUSD’S ATTENDANCE GOALS: The district has a goal of decreasing chronic absence by .5 percentage points per year. This year they doubled this.
CHRONIC ABSENCE: • missing 10% or more school days (18 days in a full school year).
AT RISK ATTENDANCE: • missing between 5-10% of school days.
SATISFACTORY ATTENDANCE: • missing less than 5% of school days. Chronic absence is an early warning sign of academic distress, including school dropout. “At risk” attendance is also associated with academic challenges. 5
SATISFACTORY
AT RISK
CHRONICALLY ABSENT
100% 80%
67%
68%
73%
60% 40% 22% 20%
FIGURE 14: Attendance in Grades K-5 by Ethnicity, 2010-11 to 2013-14.
70%
11%
20%
22%
10%
11%
17% 10%
0% 2010-11
2011-12
2012-13
2013-14
2015 PROGRESS REPORT
Chronic absence in elementary schools has gone down, while satisfactory attendance has increased markedly.
12
CHRONIC ABSENCE Chronic absence is highest amongst African American, Native American, and Pacific Islander elementary students.
NATIVE AMERICAN
AFRICAN AMERICAN
18%
20% 119
ALL
FIGURE 15 Chronic Absence Rates in K-5 by Ethnicity, 2013-14.
PACIFIC ISLANDER
10%
17%
10%
5,478
224
185
LATINO
ASIAN
WHITE
9%
20,047
FILIPINO
4%
7,701
2,864
4%
3,047
FIGURE 16: Chronic Absence Rates in K-5 by Vulnerable Populations, 2013-14.
Chronic absence in the early grades is a
2015 PROGRESS REPORT
ENGLISH LEARNER 7,266
8%
FOSTER STUDENTS K-5 84
12%
LOW-INCOME 14,220
12%
ALL 20,047
strong predictor of
English Learner elementary students are less likely than average to be chronically absent
later academic difficulty. In one study, children who were chronically absent in kindergarten and first grade were four times less likely
10%
to read at grade level in third.6
10%
20%
30%
40%
50%
13
ELEMENTARY LEVEL READING How many elementary students are reading at grade level? PERCENTAGE READING AT GRADE LEVEL
51%
2012-13
2013-14
HOW DID WE MEASURE WHETHER STUDENTS ARE READING PROFICIENTLY? • We used data from the Scholastic Reading Inventory
• In OUSD, the test is now administered
(SRI) which indicates a child’s reading level, allowing
electronically at the beginning and end of the
teachers and families to match reading level to books
year to second through twelfth graders.
that the child can read independently.
The data reported on here is an end of
• The SRI can be used as an early screening tool to identify students who need extra academic support in reading.
year measure.
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FIGURE 17: Percentage of Students in Grades 2-5 Reading at Grade Level at the End of the Year (Out of Students Tested), 2012-13 to 2013-14.
52%
About half of elementary students were reading at grade level at the end of both the 2012-13 and 2013-14 school years.
14
READING AT GRADE LEVEL AFRICAN AMERICAN
Latino 2nd-5th graders were least likely to read at grade level by the end of the year, while less than half of African American and Pacific Islander students were at grade level.
45% 66%
ASIAN
65%
FILIPINO LATINO
34%
NATIVE AMERICAN
56%
PACIFIC ISLANDER
43%
WHITE
85%
ALL
ENGLISH LEARNER 3,460
51%
35%
FOSTER STUDENTS 55
2015 PROGRESS REPORT
Vulnerable populations in 2nd-5th grades were less likely to read at grade level by the end of the year than other students.
20%
40%
LOW-INCOME 8,105
51%
ALL 11,533
10%
FIGURE 18: Percentage of Students in Grades 2-5 Reading at Grade Level by the End of the Year (Out of Students Tested) by Ethnicity, 2013-14.
20%
30%
40%
50%
FIGURE 19: Percentage of Students in Grades 2-5 Reading at Grade Level by the End of the Year (Out of Students Tested) by Vulnerable Populations, 2013-14.
MIDDLE SCHOOL OUTCOMES
15
MIDDLE SCHOOL MATH PERFORMANCE How are middle school students’ math skills?
14%
C
IE
Middle school is a critical
PR O
FI
juncture in a child’s math education; those who are
1/3
PR AB O O FIC V IE E NC Y
N
T
20%
of 7th and 8th graders tested proficient or above in math.
have opportunities for further education and
13%
experiences that those without this foundation will struggle to access. Math scores in middle
AL CY I RT IEN A P FIC O PR
PR B O EL FI O C W IE N C Y
mathematically competent
school also predict likelihood of graduation.
7
54%
HOW DID WE MEASURE MATH PROFICIENCY? In contrast to our past reporting on standardized STAR testing, in 2013-14, the only test of math proficiency used by OUSD was one that has been in development within the District for the past few years. This test aligns with the Common Core Standards adopted by California and nationally.
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FIGURE 20: Percentage of Students at Each Proficiency Level on Common Core Math Assessment, 2013-14.
MIDDLE SCHOOL MATH
16
Middle school students of color were less likely to be proficient in math than White students. FIGURE 21 Percentage Proficient or Advanced on the Common Core Math Assessment by Ethnicity, 2013-14.
WHITE
70%
45%
44
380
AFRICAN AMERICAN
PACIFIC ISLANDER
LATINO
30%
23%
23%
1,551
62
15%
1,198
ALL
34% 3,711
NATIVE AMERICAN
21% 14
English Learners and students in foster care had low rates of math profiency.
17%
FOSTER STUDENTS 30
FILIPINO
50%
248
ENGLISH LEARNER 739
2015 PROGRESS REPORT
ASIAN
29%
LOW-INCOME 3,100
34%
ALL 3,711
10%
20%
30%
40%
50%
FIGURE 22: Percent Proficient or Advanced on the Common Core Math Assessment by Vulnerable Populations, 2013-14.
SUSPENSIONS
!
Who is getting suspended from school?
Suspension rates in district-run schools have gone down 29% since the 2010-11 school year!
20%
10%
FIGURE 23: Percentage of Students Suspended Once or More, 2010-11 to 2013-14.
one time is associated with later academic
7%
6%
5%
0% 2010-11
challenges. 8
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7%
5%
Being suspended even
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17
15%
2011-12
2012-13
2013-14
HOW DID WE MEASURE SUSPENSIONS? We looked at whether students had received an out-of-school suspension one or more times. We were not able to create comparable rates on all public school students because suspension data is reported in CDE data as total number of suspensions rather number of students suspended.
1 Suspension rates of African Americans continue to decline, but still are much higher rates than for other groups.
14%
14% 11%
10%
6
8%
10% 7%
7% 5%
4 5
FIGURE 24: Percentage of Students Suspended Once or More by Race/Ethnicity, 2013-14.
2 0%
7% 6%
5%
5%
4% 2% 1%
2010-11
4% 3% 2% 1% 2011-12
2012-13
6% 8 5% 3% 3 2% 7 1% 2013-14
1. AFRICAN AMERICAN 2. ASIAN 3. FILIPINO 4. LATINO 5. NATIVE AMERICAN 6. PACIFIC ISLANDER 7. WHITE 8. ALL
2015 PROGRESS REPORT
15%
! 18
STUDENTS SUSPENDED
13%
Females generally had lower suspension rates, although African American females had among the highest rates of all student groups.
8% 7%
7% 2% 4%
4%
4% 2% 1% AFRICAN AMERICAN
ASIAN
6%
3%
3%
2%
1% 1%
1%
FILIPINO
LATINO
NATIVE AMERICAN
PACIFIC ISLANDER
WHITE
ALL
FEMALE
MALE
FIGURE 25: Percentage of Students Suspended Once or More by Ethnicity and Gender, 2013-14.
3%
ENGLISH LEARNER 10,981
16%
FOSTER STUDENTS 261
2015 PROGRESS REPORT
FIGURE 26: Percentage of Students Suspended Once or More by Vulnerable Populations, 2013-14
5%
ALL 36,239
African American male students were 13 times more likely than White males to be suspended.
Students in foster care have a high suspension rate
6%
LOW-INCOME 26,550
0%
5%
10%
15%
20%
while English Learners have a low rate.
HIGH SCHOOL OUTCOMES
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In California, high school students have been required to pass the California High School Exit Exam (CAHSEE) to earn a high school diploma.
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WHAT IS THE CAHSEE?
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HIGH SCHOOL EXIT EXAM (CAHSEE) Are 10th graders on target to graduate? 10th graders have become more likely to pass the math component of CAHSEE in 10th grade, and slightly less likely to pass the English component.
However, legislation has passed the State Senate which suspends the exit exam until 2017-18.
71%
2011-12
WHY 10TH GRADERS?
73%
2012-13
level, so not passing in 10th grade signals that students are not on target for graduation.
74%
2013-14
MATH COMPONENT 70%
2011-12
69%
2012-13
69%
2013-14
ENGLISH COMPONENT FIGURE 27: Percentage of 10th Graders Passing High School Exit Exam, 2011-12 to 2013-14.
2015 PROGRESS REPORT
The test is based on standards below the 10th grade
EXIT EXAM ENGLISH LANGUAGE ARTS AND MATH EXIT EXAMS
20
African American students were least likely to pass the CAHSEE ELA and Math in 10th grade.
AFRICAN AMERICAN
ASIAN
WHITE
LATINO
83% 71% 56% 57%
66%
76% 76%
70%
ELA Passed
ALL
69% 74%
Math Passed FIGURE 28: Percentage of 10th Graders Passing English Language Arts and Math Components of High School Exit Exam by Ethnicity, 2013-14.
FIGURE 30: Percentage of 10th Graders Passing English Language Arts and Math Components of the High School Exit Exam by Vulnerable Populations, 2013-14.
EXIT
2015 PROGRESS REPORT
ENGLISH LEARNER
English Learners were less likely than average to pass the high school exit exam, while low-income students had roughly the same pass rate as average.
ALL
LOW-INCOME
47% 25%
73% 67%
MATH
ENGLISH
74% 69%
COURSE REQUIREMENTS FOR UNIVERSITY ELIGIBILITY (A-G) Who is fulfilling requirements making them eligible for California state universities? 21 The rate of completion of course requirements that make students eligible for state universities has declined slightly.
A-G coursework is a gateway to college and career pathways, since only students completing these requirements have access to our state
60%
52%
universities – University of
52%
50%
50%
California and California State University. A-G completion rates also serve as a tool for
40%
monitoring regions, neighborhoods, and
30%
schools to see where students are meeting high
20%
academic standards.
2011-12
2012-13
2013-14
WHAT ARE A-G REQUIREMENTS? Admission to the University of California or California State University requires that students receive a grade of “C” or better on a series of coursework known as the A-G requirements.
THIS COURSEWORK HAS A BROAD CURRICULUM WITH COLLEGE PREPARATORY CONTENT, INCLUDING: • • • • • • •
4 years of English 3 years of math 2 years of history/social science 2 years of laboratory science 2 years of foreign language 1 year of visual and performing arts 1 year of college-preparatory electives
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FIGURE 31: Percentage of Graduates Successfully Completing Course Requirements for State Universities with a C or Better, 2013-14.
COURSE REQUIREMENTS
22
Only 3 of 10 African American and 5 of 10 Latino students completed requirements making them eligible for state university, while 8 of 10 White and 6 of 10 Asian students did so.
WHITE
80%
AFRICAN AMERICAN
LATINO
ASIAN
54%
65%
29%
ALL
50%
FIGURE 32: Percentage of Graduates Completing Course Requirements for State Universities with a C or Better by Ethnicity, 2013-14.
English Learners were less likely than average to complete coursework making them eligible for state university.
ENGLISH LEARNER 320
32% 47%
LOW-INCOME 1,707
50%
2015 PROGRESS REPORT
ALL 2,199 20%
30%
40%
FIGURE 33: Percentage of Graduates Completing Course Requirements for State Universities with a C or Better by Vulnerable Populations, 2013-14.
50%
60%
GRADUATION ABO
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Are Oakland’s students graduating on time? 100% 90% 80% 70% 60%
72%
66%
69%
50% 40%
2011-12
2012-13
AFRICAN AMERICAN
2013-14
78% 67%
WHITE
91%
ALL
FIGURE 35: Cohort Graduation Rates by Race/Ethnicity, 2013-14.
Where there were fewer than 11 students in a student group within a school, no data was available. Thus the findings shown here are estimates.
69%
ENGLISH LEARNERS 706
English Learners are less likely to graduate than average.
57% 67%
LOW-INCOME 2,154
69%
ALL 2,415
20%
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LATINO
ABO
ASIAN
FIGURE 34: Cohort Graduation Rates, 2011-12 to 2013-14.
Disparities in the graduation rate remain pronounced.
64%
23
30%
40%
50%
60%
70%
FIGURE 36: Cohort Graduation Rates by Vulnerable Populations, 2013-14.
2015 PROGRESS REPORT
Graduation rates are down slightly since 2012-13.
Graduation rates reported here are “cohort graduation rates,” meaning that they include students that graduated in four years. Some students remain enrolled past their senior year and end up graduating. Continuation and alternative schools were excluded from the analysis because of incomplete data.
COLLEGE OUTCOMES
24
THE D UT
A AT
ABO
Are Oakland’s students applying for college financial aid? WHAT IS FAFSA AND WHY IS IT IMPORTANT? FAFSA is the Free Application for Federal Student Aid. All federal grant and loan awards are determined by the FAFSA, and nearly all colleges use the FAFSA as the basis for their own financial aid awards. Anyone who wants financial aid for college needs to complete and submit a FAFSA. Data were available from the U.S. Department of Education Federal Student Aid Office (https://studentaid.ed.gov). Reported here is an estimate based on the population size of the twelfth grade class.
While 69% of the class of 2014 graduated, less than half of twelfth graders applied for financial aid to college.
49%
69%
2015 PROGRESS REPORT
30%
40%
PERCENTAGE SUBMITTING FAFSA
50%
60%
70%
COHORT GRADUATION RATE
FIGURE 37: Estimate of FAFSA Submission Rate (Submissions Per School/Twelfth Grade Population) Compared to 2013-14 Cohort Graduation Rates, Spring 2015.
80%
NEW SECTION THIS YEAR
SPECIAL EDUCATION
25
FIGURE 38: Cradle to Career Outcomes of Students in Special Education in Oakland Public Schools, 2013-14. 9
How are students in special education faring across the cradle to career continuum? 74% 69%
69% 50%
51%
47%
34% 19% 10% 16% ELEMENTARY READING PROFICIENCY
16%
MIDDLE HIGH SCHOOL SCHOOL MATH EXIT EXAM PROFICIENCY ELA
16% HIGH SCHOOL EXIT EXAM MATH
OAKLAND PUBLIC SCHOOLS AVERAGE
9% A-G COHORT COMPLETION GRADUATION
5%
10%
SUSPENSION RATE
STUDENTS IN SPECIAL EDUCATION Note: Comparison data for elementary reading, middle school math, chronic absence, and suspensions is from District-run schools only.
While students in special education vary substantially in the type and degree of disability that they experience, examining the outcomes of this population of students overall is an important first step in understanding their experience at school. OUSD updated its three year Special Education Strategic Plan at the end of the 2013-14 school year and identified both significant accomplishments and future work streams. The plan addresses the district infrastructure for serving this population, curricular alignment, opportunities for internships, family involvement, mental health services, and more. The plan also puts forth a vision that ALL students graduate from OUSD, college, career, and community ready. This means that OUSD is focused on developing the abilities and academic achievement of every student with a disability to ensure they graduate from high school and successfully transition into adult life.10
2015 PROGRESS REPORT
ELEMENTARY CHRONIC ABSENCE
17%
ENDNOTES 1
These cities include Cincinnati and Memphis. See 2014-15 Partnership Report, Strive Partnership; and Collective Impact Case Study:
Memphis Fast Forward, FSG. 2
The above measure of socioeconomic disadvantage (used by the California Department of Education) factors in eligibility for the Free and
Reduced Price Lunch (FRPL) program, which provides meals to low-income students during the school day, and educational attainment of caregivers.
26
The count of students in foster care includes those reported to the school district.
3
4
Halle, T.G., Hair, E.C. Buchinal, M, Anderson, R, & Zaslow, M. 2012. “In the running for successful outcomes: Exploring the evidence for
thresholds of school readiness. Technical Report,” U.S. Department of Health and Human Services. 5
Ginsburg, A., Jordan, P., & Chang, H. 2014. “Absences Add Up: How school attendance influences student success,” Attendance Works.
6
Chang, H. and Romero, M. “Present, Engaged, and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early
Grades,” National Center for Children in Poverty, New York, NY, September 2008. Kieffer, M. J., Marinell, W. H., Stephenson, N. S. 2011. “The Middle Grades Student Transitions Study: Navigating the middle grades and
7
preparing students for high school graduation,” The Research Alliance for New York City Schools, working paper. 8
Balfanz, R., Byrnes, V., and Fox, J. “Sent Home and Put Off-Track: The Antecedents, Disproportionalities, and Consequences of Being
Suspended in the Ninth Grade,” Journal of Applied Research on Children: Informing Policy for Children At Risk, 5(2), Article 13. 9
Students reported on are from district-run schools and charter schools that are in OUSD’s Special Education Local Plan Area (SELPA): • American Indian Public Charter • American Indian Public Charter II • American Indian Public Charter High School • ARISE High School • Bay Tech • COVA • Downtown Charter Academy • East Oakland leadership Academy • North Oakland Community Charter School • Oakland Charter Academy • Oakland Charter High School • Vincent Academy
2015 PROGRESS REPORT
10
http://www.ousd.org/Page/10621
ACTION AGENDA
WHAT DOES THIS DATA TELL US WE NEED TO DO? Focus on getting a QUALITY PRESCHOOL experience to more of Oakland’s low-income children.
Make good use of millions of dollars being invested in Oakland's high schools toward CAREER
CAREER PATHWAYS
PRESCHOOL Target resources to student groups STRUGGLING IN ENGLISH AND MATH and continue to carefully track disparities of: African Americans,
PATHWAYS (LINKED LEARNING).
ENGLISH &MATH
Latinos, Pacific Islanders, and English learners.
Advocate for better data across the spectrum from CRADLE TO CAREER for all public schools. In particular, we currently have inadequate data on charter schools and early childhood providers outside of OUSD.
CRADLE TO CAREER DATA
Target efforts to reduce CHRONIC ABSENCE toward groups still experiencing high rates: kindergarteners, African Americans, Native Americans, and Pacific Islanders.
CHRONIC ABSENCE
!
SUSPENSION
going down, especially for African American boys, and disparities in discipline are
Conduct an analysis of the outcomes of
conversation, based on data,
schools in Oakland.
SUSPENSIONS are
decreasing.
Convene a community around differences in ADMINISTRATIVE STRUCTURES of
Keep watching to make sure
SPECIAL
ALL PUBLIC SCHOOLS PROJECT
SPECIAL EDUCATION ANALYSIS
EDUCATION STUDENTS IN OAKLAND, taking into account the particular type and severity of disabilities.