TRANSFORMING
O UR REGION 2014 REPORT
BUILDING THE STRONGEST EDUCATIONAL PIPELINE IN THE COUNTRY
“
E3 Alliance® is transforming systems in the Central Texas region by positively influencing educational outcomes through data-driven collaboration among regional educational stakeholders. The E3 model for systems change is capable of replication on a national scale, and if that is done, I believe that the educational system in this country can truly be transformed.
“
CATHERINE MORSE,
GENERAL COUNSEL, SAMSUNG AUSTIN
THE BLUEPRINT FOR EDUCATIONAL CHANGE: TRANSFORMING OUR REGION Whether it’s the 500% growth in our regional STEM pipeline, $12M in new revenues to Central Texas schools from improved attendance, or regenerating middle school teaching and learning, the collaborative efforts to achieve The Blueprint for Educational ChangeTM are truly transforming our region! E3 AllianceTM: Education Equals Economics launched in 2006. Business and community leaders came together to solve a growing problem: even though on almost every measure our students saw improved education achievements, we were rapidly losing ground to other industrialized nations in an increasingly global economy. Our education systems struggled to keep pace with the rapid changes of the 21st century, resulting in great disparities in how well young people were prepared to embrace and thrive in their future. Our economic future was at risk because of it. Our leaders took a bold and daring step: to help create an organization that uses data driven decision making and focused community collaboration to establish a platform for true systemic change. That risk is paying off. In 2008, E3 Alliance brought together Central Texas leaders to agree upon the priority goals that became The Blueprint for Educational Change, our regional strategic plan to build the strongest educational pipeline in the country. The intent of this plan: to corral the thousands of wonderful programs and projects into a cohesive approach that was fiscally efficient and quantifiably effective in preparing all students to be college and career ready, cultivating a skilled and versatile workforce that would lead to sustained community vitality and economic prosperity. The Blueprint is that strategic plan that offers us a clear path forward — changing complex and interconnected systems to improve student outcomes, and ultimately advance the building of our sustainable economic prosperity. Now we can truly say that collaborative efforts to achieve Blueprint goals are transforming our region. Each year our community comes together to review accomplishments, measure progress toward common goals and targets, celebrate partners, and recommit to the future that we want to build for our students and our economic future. As you’ll see in this report, the progress in the six years since we launched the Blueprint has been truly transformative. It is a direct result of the hundreds of partners who have committed to achieving these goals. But there is far more work to do. We need YOUR help to continue the transformation process — to build our future together — for our students and our economic prosperity.
Sincerely,
EARL MAXWELL
SUSAN DAWSON
CHAIR OF THE BOARD, E3 ALLIANCE®
PRESIDENT & EXECUTIVE DIRECTOR, E3 ALLIANCE®
1
WHAT IS THE BLUEPRINT FOR EDUCATIONAL CHANGE™ AND WHY IS IT NEEDED? THE BLUEPRINT FOR EDUCATIONAL CHANGE IS CENTRAL TEXAS’ STRATEGIC PLAN TO BUILD THE STRONGEST EDUCATIONAL PIPELINE IN THE COUNTRY.
A snapshot of student demographic changes over the last ten years shows1:
The Blueprint reflects the region’s collective aspirations for prosperity, measurable goals and objectives we want to achieve, and the strategies and initiatives required to reach those goals. Education outcomes for most students on most measures are improving, yet the competitive pressures of the global economy are intensifying, raising the bar ever higher. As a result, Texas loses billions of dollars in wealth and social capital every year because we don’t take full advantage of our human capital. E3 Alliance seeks to strengthen Central Texas economic competitiveness by increasing educational outcomes for all students. As our name says: “Education Equals Economics.” The economic competitiveness of the Central Texas region requires that all of our students reach their highest potential. However, socio-economic trends are challenging us to produce better, faster, and more broadly shared results. Over the past decade, Central Texas has changed dramatically. Our student population has grown at twice the state’s rate, which is consistently the fastest growing student population of all 50 states! We take pride in this growth as it speaks to a strong and diverse business environment and a high quality of life. With this tremendous growth, however, our schools have struggled to keep pace with both the sheer numbers and rapid changes in our student population — changes that require transforming the way we approach education.
• We have 88,031 more students (38%) in our public schools, almost twice the student growth rate of the state2 • Our Hispanic and low income student populations have each grown by 73%3 • The percentage of our students receiving special education services has grown, while the state’s rate has decreased by over 10%4 • Our English Language Learner population has grown by 100%, nearly three times faster than the state5 • Half of all Central Texas students receive free or reduced lunch services5 • The number of children living in poverty in our region has grown at nearly 3 times the national rate in the last ten years6
LAST DECADE SAW DRAMATIC INCREASE IN PERCENTAGE OF LOW INCOME STUDENTS
Source: E3 Alliance analysis of Texas Education Agency AEIS and TAPR data
2
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
GUIDING PRINCIPLES The Blueprint for Educational Change is: 1. Data-driven and focused on positive change 2. Compiling never-before-available, objective, longitudinal information and sharing it transparently to enable communities and institutions to work together toward common goals 3. A regional strategy — the most effective platform for scalable change • Large enough to gain economies of scale and leverage strengths, but small enough to be entrepreneurial and engender understanding and will of the public. • Designed to be replicated across the state and beyond, with versatility to allow for regional differences. 4. Aligned to institutions and practices from cradle to career • The traditional vertical separation of various “levels” of education creates huge barriers for students — even those who are succeeding. • Localized structures tend to promote inefficient “not invented here” approaches to solving problems. Together, we can overcome institutional and policy barriers, and align our resources and practices to optimize educational outcomes. 5. Based on regional precedents for effective public-private partnership • We can build on the national reputation our region has in public-private partnerships for other critical infrastructure issues that span artificial geographical boundaries. • Business and community influence and support are required to build the public will for change. A MODEL FOR CHANGE DATA EVALUATION & RESEARCH
SYSTEMIC ALIGNMENT
COMMUNITY ENGAGEMENT
REGIONAL STRATEGIC PLAN
IMPROVED STUDENT OUTCOMES LEAD TO REGIONAL ECONOMIC PROSPERITY
The Blueprint for Educational Change focuses on four priority goals: GOAL GOAL GOAL GOAL
1: All children enter Kindergarten school ready 2: Central Texas eliminates achievement gaps while improving overall student performance 3: Students graduate college- and career-ready, and prepared for a lifetime of learning 4: Central Texas, as a community, prepares children to succeed
In this report you’ll learn about the progress our region has made this past year around the goals of The Blueprint for Educational Change, including collaborative results, measures of progress, and what YOU can do to help us transform our region. TRANSFORMING OUR REGION
3
GOAL
SCHOOL READINESS
ONE
All Children Enter Kindergarten School Ready
OBJECTIVES:
{
70% of children enter kindergarten school ready by 2015 95% of children enter Kindergarten ready by 2020
“ Ready, Set, K! has helped change our teachers’ way of thinking. It is also helping parents understand the development process and we can show them their children’s progress. This is about not only transforming assessment, but transforming classroom teaching.”
— LIZETTE RODRIGUEZ, ASSISTANT PRINCIPAL,
HERNANDEZ ELEMENTARY SCHOOL, SAN MARCOS ISD
WHY WE CARE: When children are ready to learn they are more likely to succeed in school.7 Just over half of Central Texas Kindergarteners enter school ready.
• The earliest years have a big impact on development.8 Entering school behind can lead to many school difficulties, including eventually dropping out.
• Children who participate in quality pre-K programs have better outcomes9: MORE LIKELY
LESS LIKELY
READY FOR KINDERGARTEN
SPECIAL EDUCATION
GRADUATE
REPEAT A GRADE
ATTEND COLLEGE
COMMIT A CRIME
EARN MORE HAVE A STABLE JOB
4
• Every $1 invested in quality early care and education saves taxpayers up to $9 in future costs.10
ACTION STRATEGIES: ACTION STRATEGY 1: FAMILIES Link parents, grandparents and un-licensed child care providers to quality, evidence-based programs in early care and education, and expand the capacity of these quality programs. ACTION STRATEGY 2: CHILD CARE AND SCHOOLS Ensure our children in child care or in pre-k are getting what they need to be school ready, and that children have access to services by increasing access and capacity of both public and private high quality programs. ACTION STRATEGY 3: COMMUNITY Promote appropriate school-readiness standards, and advocate for quality programs for children so they can be ready for school, work and life.
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
SUCCESS INDICATORS: 11
Children Entering Kindergarten School Ready Overall Girls Boys Non-low Income Low Income Attended a Pre-K Program Did not attend a Pre-K Program Eligible 4 year olds enrolled in Public Pre-K 12 CTX Region Early Childhood Programs participating in Quality Improvement and Accreditation Programs 13 Licensed Child Care Quality Rated Capacity 14 Public Pre-K Campuses in CTX Region
RESULTS TO DATE:
2010 52% 61% 44% 66% 39% 55% 39% 2009 69%
2011 51% 63% 40% 63% 40% 55% 38% 2010 75%
2012 56% 63% 49% 68% 45% 58% 42% 2011 76%
2013 53% 59% 47% 64% 44% 58% 46% 2012 74%
2010 28% 67%
2011 33% 67%
2012 31% 66%
2013 31% 59%
Progress to 70% Trend Trend
• The Austin/Travis County Community has adopted the goal of 70% of children entering Kindergarten being ready for school by 2015, using Ready, Set, K! as the baseline measure.
• Convened a School Readiness Taskforce of experts from across the region who worked more than two years to develop Ready, Set, K!, instructional practices for Pre-K and Kindergarten teacherswith student-centered assessment of school readiness.
• Education Service Center Region 13 and E3 Alliance trained hundreds of Pre-K and Kindergarten teachers in instructional practices to support school readiness with Ready, Set, K!.
• Participate in the 2014-2015 Kindergarten Readiness Study
• Since 2010, have provided the most comprehensive, student-centered assessment of readiness available anywhere in the state. These results have been used by teachers, districts, and our region, in powerful ways:
• Streamline pre-K registration process to ensure parents can more easily enroll eligible children
º Because of the very strong correlation between PreK attendance and readiness, Ready, Set, K! data helped school districts and legislators sustain Pre-K funding
º Determined that greater school readiness is tied to a combination of longer school day and lower student teacher ratio
º Provided data to community based organizations including AARO and the Early Childhood Business Alliance to accelerate regional readiness efforts
º Used regional results to support the School Readiness Action Plan for Travis County, led by Success by 6.
TRANSFORMING OUR REGION
WHAT CAN YOU DO? EDUCATORS:
• Encourage teacher professional development opportunities that support pre-K teachers
• Educate families about expectations using the School Readiness Parent Guide
COMMUNITY PARTNERS: • Broaden outreach to parents to encourage eligible children to enroll in public Pre-K programs • Support expanded quality certification of Pre-K programs • Support the Travis County School Readiness Action Plan and broaden strategies to the region
BUSINESS LEADERS: • Join the Early Childhood Business Alliance to increase pre-K services for three years olds • Distribute information to employees on the importance of early care and education.
• Support parents of young children through family friendly business practices: flexible leave policies and schedules; working from home; and providing child care resources.
5
ELIMINATE ACHIEVEMENT GAPS
GOAL
TWO OBJECTIVES:
Central Texas Eliminates Achievement Gaps While Improving Overall Student Performance
{
80% of all 8th graders in every subpopulation attain at least satisfactory academic performance in Reading, Mathematics, Science and Social Studies as assessed by the State of Texas Assessment of Academic Readiness (STAAR) by 2015
“ The Blueprint’s work accelerates our progress toward eliminating achievement gaps. Every percentage point gained translates to hundreds of children who are seeing their education prospects improve. Collaboration give us power – power to change systems and change lives.”
— PAULINE DOW, CHIEF ACADEMIC OFFICER, AUSTIN ISD
WHY WE CARE: Academic achievement gaps between different ethnic and income groups exist in the early grades and widen as students proceed through school unless there are high-quality learning opportunities and interventions available to students. By transforming teaching and learning across the region, we can eliminate gaps and raise academic achievement for all students, making a tremendous impact on our future workforce and economy.
• We know we can make a difference! Achievement gaps in passing rates have steadily improved on the TAKS, and now with the STAAR assessments. Still there is a long way to go.17
• Hispanic and Black retention rates for first-time 9th graders is 3 times that of White or Asian students.18
• Our first-time 9th graders who are retained miss 4 times as many school days as their peers. These retained 9th graders are 7 times more likely to drop out of school.19
ACTION STRATEGIES: ACTION STRATEGY 1: LITERACY AND ACADEMIC ENGLISH SKILLS Identify and promote programs and instruction that help ensure all students acquire proficiency in literacy and academic English skills.
In Central Texas:
ACTION STRATEGY 2: EFFECTIVE TEACHING Identify, share and support implementation of models of high quality instruction for new and continuing educators; especially those in high-needs areas.
• Gaps in 8th grade achievement across ethnic breakdowns vary as widely as 27 percentage points in mathematics.15
ACTION STRATEGY 3: STUDENT ATTENDANCE Increase student attendance rates, especially for low income and at-risk students.
ACTION STRATEGY 4: STUDENT EYESIGHT & VISION Identify vision-impaired low –income students and provide vision services.
6
• These gaps are evident as early as 3rd grade reading, in which 90% of White 3rd graders met standards in reading versus 74% of Hispanic and 66% of African American 3rd Graders.16
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
SUCCESS INDICATORS: 20 21
Student Passing Rates ,
2008 (TAKS)
2009 (TAKS)
2010 (TAKS)
2011 (TAKS)
69% 93% 53%
71% 93% 58%
77% 92% 66%
77% 91% 64%
77% 93% 53%
80% 93% 62%
82% 91% 68%
93% 99% 86%
95% 99% 89%
73% 92% 52%
2012 (STAAR)
2013 (STAAR)
Trend* ≥80%
64% 72% 60%
64% 77% 67%
84% 92% 71%
72% 75% 65%
73% 80% 72%
95% 98% 92%
96% 98% 92%
92% 93% 89%
91% 94% 92%
76% 92% 59%
79% 90% 66%
81% 90% 68%
69% 72% 62%
70% 77% 69%
92% 99% 84%
94% 99% 88%
96% 98% 91%
96% 99% 91%
92% 93% 89%
91% 95% 92%
10%
10%
8%
7%
6%
th
Black 8 Grade Students Mathematics Reading Science th Hispanic 8 Grade Students Mathematics Reading Science th White 8 Grade Students Mathematics Reading Science th Low Income 8 Grade Students Mathematics Reading Science th Non-Low Income 8 Grade Students Mathematics Reading Science Students Ready for High School % First-time Freshman who did not advance on time
HS Class of ‘11
RESULTS TO DATE:
• Struggling middle school students in RAISEup Texas schools are drastically outperforming nationally-normed comparison students in gains at every subject and every grade level.
• Informed by results of the Bright Spots Study for English Language Learners, the Central Texas English Language Learner (ELL) Collaborative revised the ELL Rubric for Highly Functioning Campuses. The pilot and evaluation of the rubric instrument will occur throughout the 2014-15 school year. • The Central Texas Council on Educator Preparation (CTCEP) identified skills and knowledge for new teachers and teacher candidates desired by districts and Educator Preparation programs, and is using this information to develop agreements for improved teacher preparation across the region. • CTCEP received the 2013 Quest for Quality Exemplary K-12 School Partnership award highlighting exemplary quality in university- based teacher preparation. • Kids Vision for Life is providing free eyeglasses for students with problem vision across the region. E3 Alliance is the evaluation TRANSFORMING OUR REGION
Of ‘12
Of ‘13
Of ‘14
Of ’15
Of ‘16
7%
partner providing ground-breaking national research into the impact of vision improvement on student success.
WHAT CAN YOU DO? EDUCATORS:
• Actively participate in E3-3D presentations, collaboratives and symposia to assist in identifying best practices to eliminate achievement gaps • Keep E3 Alliance staff informed about the pressing issues and best practices in your school district
COMMUNITY PARTNERS: • Talk to public officials about eliminating achievement gaps to level the playing field for all kids • Join a school or district advisory or decision-making committee
BUSINESS LEADERS: • Recruit employees to become mentors, tutors, or academic coaches at a high needs middle school • Coordinate with E3 Alliance to host an employee forum focused on education 7
HIGH SCHOOL, COLLEGE & CAREER SUCCESS
GOAL
THREE OBJECTIVES:
Students Graduate College and Career Ready and Prepared for a Life of Learning
{
95% Central Texas High School graduation rate by 2015 86% Central Texas students are college and career ready by 2015
“ Campus 2 Careers connects our students to businesses that will be hiring in the Bastrop area when they enter the workforce. This is a great opportunity for our students to base their career goals on real jobs and real opportunities”
— LES HUDSON, CAREER AND TECHNOLOGY EDUCATION DIRECTOR,
BASTROP ISD ON THE WORK-BASED LEARNING INITIATIVE
Only one in ten low-income Central Texas high school graduates will earn a credential (certificate, associates, or bachelors) within six years.
WHY WE CARE: In 2012, 1 out of 3 young adults did not have a job or were not looking for work. A survey by Braun Research found that 2 out of 3 hiring managers did not believe college graduates were ready for the workforce.23 In Central Texas, our student population is graduating at a lower rate than the national average, and our low income students who graduate are not enrolling and persisting in college. As a result, we are not developing the skilled workforce necessary to contribute to a vibrant and healthy economy. Sweeping legislative changes requiring high school pathways with direct connection to college and career can streamline transitions into the postsecondary and working worlds, but some are concerned these changes could lower student preparedness. By focusing on secondary and postsecondary success for all students we will build a workforce prepared for a lifetime of learning. • Texas ranks last in the nation in the percentage of adults with a high school diploma or more.24
• Conservative estimates show that, over the course of their lives, dropouts from the 2012 graduating cohort* costs the region $410 million in lost income, reduced tax revenue, and increased social expenditures.25, 26, 27, 28
• While Central Texas high school graduates have improved, nearly 40% are still not college- and career-ready.29
8
• Only 3 in 5 high school graduates of the Class of 2006 entered college within a year of graduating. Of those, just half earned a certificate, associate’s or bachelor’s degree from a Texas higher education institution within 6 years.30
• College persistence rates from the first to second year show no improvement over the last six years – this holds for both 2-year and 4-year institutions.31 *A cohort is a group of 9th graders enrolling in high school in a given year that would have graduated 4 years later.
ACTION STRATEGIES: ACTION STRATEGY 1: SUCCESSFUL 21ST CENTURY HIGH SCHOOLS Review, share and support evidence-based practices in high school improvement ACTION STRATEGY 2: INCREASING COLLEGE ACCESS Align & expand programs to simplify transitions to higher education and to work and that increase course articulations ACTION STRATEGY 3: TARGETING 21ST CENTURY SKILLS Collaborate with industry to build on crossdisciplinary skills defined in the Texas College and Career Readiness Standards and strengthen programs in career awareness, professional skills and work-based learning ACTION STRATEGY 4: COLLEGE AND WORKFORCE ENTRY SUCCESS Promote best practices that help students succeed after high school
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
SUCCESS INDICATORS: Students Graduate College & Career Ready HS Class of ’07 of ’08 Graduation rate32 77% 78% 41% 43% % Seniors Taking Rigorous Coursework33 80% 82% % Graduated on Recommended or Distinguished Plan34 % Graduates Meeting State College & Career Ready 43% 47% Standards35 % Graduates Enrolling in Texas Colleges within 1 Year of 62% 61% HS Graduation36 College Persistence and Completion % College Students Persisting in Higher Education 83% 83% (Freshman to Sophomore)37 Students Succeed in Workforce Entry HS Class of ’03 % College Students Obtaining Postsecondary Credential 49% Within 6 Years of Enrollment38 % College Students Obtaining Postsecondary Credential NA In Regional High Demand Fields % HS or College Graduates Obtaining Jobs in High NA Demand Fields % HS Graduates Obtaining Jobs with Livable Wage NA
of ’09 80% 43% 82% 53%
of ’10 84% 59% 82% 58%
of ‘11 85% 59% 79% 59%
61%
61%
82%
81%
of ’04 48%
of ‘05 47%
NA
of ’12 89% 60% 80% 62%
Trend
60%
58%
81%
NA
of ‘06 48%
Trend
NA
NA
NA
NA
NA
NA
NA
NA
RESULTS TO DATE:
WHAT CAN YOU DO?
• There are now 7,554 secondary students in the STEM Pipeline, an increase of 500% since 2008! Central Texas has also increased student diversity in STEM with triple digit gains in participation by minority, female, and low income students.39
EDUCATORS:
• Five school districts are currently piloting an initiative between schools and employers to systematize work-based learning opportunities for students to increase course relevance, career awareness, and connect them to real-world role models and experiences.
• Connect with business and local colleges to support career pathways expansion
• The Austin College Access Network (ACAN) has tripled the number of students receiving direct support services in the last six years to over 6,900 primarily low income and first generation college students. ACAN is a collaborative of seven community-based organizations and local higher education institutions dedicated to improving first generation student college participation and success.
• ACAN created and delivered workshops and guides on key regional topics including the NEW TSI Assessment, college advising for immigrant students, and place-bound students to over 260 counselors, and student success practitioners across Central Texas.
TRANSFORMING OUR REGION
• Partner with community-based organizations on your campuses to improve student performance, graduation, and college access, especially for low income and first generation students
COMMUNITY PARTNERS: • Support efforts by ACAN, the Greater Austin Chamber, and community-based organizations to improve graduation and college readiness • Share information with your participants about both HB 5 and the new Texas Success Initiative (TSI)
• Volunteer your time to promote college readiness by connecting with member organizations of Austin College Access Network (ACAN)
BUSINESS LEADERS: • Participate in college- and career-fairs and events to encourage student achievement • Provide work-based learning opportunities to students (e.g. mentoring, job shadowing, summer internships)
9
GOAL
COMMUNITY ACCOUNTABILITY
FOUR
Central Texas as a Community Prepares Children to Succeed
OBJECTIVES:
{
By 2015, our region has a pervasive culture of shared accountability for all student success
“ The business leadership in Central Texas is impressed by the impact that Missing School Matters is having in our communities and schools. Here is something that works, and E3 has the data to prove it!”
— SUZANNA CABALLERO, PRESIDENT/CEO
OF TEXAS CERTIFIED DEVELOPMENT CORPORATION
WHY WE CARE:
ACTION STRATEGIES:
For our students to succeed and our community to prosper, it is not enough for principals and schools to be accountable — we must change the culture of our region so that all of us share a sense of accountability for the success of every student. We help achieve this shared accountability through a variety of ways – public presentations, social media, awareness campaigns through schools, etc. Beginning in spring 2011, our primary outreach to the community has been around student attendance through the Missing School Matters campaign. What attendance? Because improved attendance has a “triple bottom line” positive impact on students, teachers, and school funding, and because it is something that we as community member can effect. E3 Alliance studied the issue, and gathered some amazing findings:
Working with the AARO (Austin Area Research Organization’s) Community Accountability Team, create a culture of community accountability for our students’ success in Central Texas.
• The year before the Missing School Matters campaign was launched there were 2.4 million absences in Central Texas.40 • A high school student who missed 10 school days a year was 3 times more likely to drop out than one who missed 5 or fewer days.41
• Because schools are paid based on student attendance, costs add up rapidly. The average Central Texas high school loses $20,000 a week due to absenteeism!42
• Central Texas loses $91 million in school funding every year because of student absences.43
10
ACTION STRATEGY 1: STUDENT ATTENDANCE Launch and lead a region-wide attendance campaign: Missing School Matters; use this as a strategic mechanism to engage the community around how they can be jointly accountable in helping schools. ACTION STRATEGY 2: COMMUNITY OUTREACH Hold E3-3D Outreach events to foster changed practices based on objective data and an annual Leaders Summit to share education information, drive people to action, and help them support positive change. ACTION STRATEGY 3: COMMUNITY ALIGNMENT Engage community leaders and groups interactively to align the goals and objectives of established community organizations with The Blueprint for Educational Change. ACTION STRATEGY 4: COMMUNITY ACCOUNTABILITY Adopt process and outcomes metrics for measuring a culture of accountability for education in our region.
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
SUCCESS INDICATORS: # Educators, business leaders, community, and collaborative partners involved in Missing School Matters campaign (cumulative) # Central Texas Students involved in the Get Schooled Attendance Challenge % Increase in average student attendance in participating Get Schooled challenge Schools Cumulative revenue to school districts through improved attendance 44 since Campaign launched # Stories per year in print media, television, or radio broadcasts # Education, community, and business groups participating in collaborative Blueprint efforts
RESULTS TO DATE:
2010
2011
2012
2013
NA NA
NA NA
250 20,000
384 17,000
NA
NA
2.2%
.2%
NA
NA
$7.6 Million
$12 Million
127
171
202
242
11
16
20
33
Change is happening in our community! We commissioned an independent evaluator to conduct anonymous surveys of key stakeholders to measure their perceptions of education and our progress in facilitating positive change. Some of their compelling findings include:
• In partnership with AARO, alliance districts, and hundreds of community participants, E3 Alliance continued raising awareness around the Missing School Matters, the regional campaign to increase student attendance:
º When the campaign was launched, absenteeism in Central Texas was worse than the state average at every grade. By 2012, Central Texas had caught up with the state and continues to improve.
º Returned $12 million dollars in state funding revenues to Central Texas districts since the inception of the attendance campaign in 2011 due to reduction in student absences.
º Media outreach through multiple media outlets as well as a special advertisement in Texas Monthly on Missing School Matters have created a buzz throughout the region.
WHAT CAN YOU DO?
º Launched an attendance social media campaign called #curbabsences with Yellow Cab with PSAs on the back of taxi cabs in 25 key routes in Austin.
º Supported 25 schools in competing in the national Get Schooled Challenge to increase school attendance. Seven Central Texas schools finished in the top 50 schools in the country.
• Share the Parent Guide to Attendance with every family you know
º Conducted a nationally ground-breaking study on why students are absent from school and found 48% of absences are due to acute illnesses such as colds, flu, etc.
º Launched an effort to bring flu vaccines to every student and staff member at no cost to students or districts in 56 schools in the fall of 2014.
TRANSFORMING OUR REGION
1 We value education: 96% of respondents agreed that by improving educational outcomes, we will get more kids out of poverty 2 We are accountable: 92% agreed that “I have a responsibility to support the success of students in our Central Texas region, even if I have no children of my own in school” 3 We know what to do: 86% agreed that they feel informed enough to take action
EDUCATORS, COMMUNITY AND BUSINESS PARTNERS: • Engage your constituents, customers and employees in the Missing School Matters Attendance Campaign at www.missingschoolmatters.org and use the many resources there:
• Download and put up Missing School Matters posters at work • Place articles in your business or organizational newsletter • Give a presentation at work, your HOA, faith or professional organization, or club • Help with securing public service announcements, co-branding and messaging on various media platforms
11
TRANSFORMATION THROUGH COLLABORATION The work of The Blueprint for Educational Change highlights both the importance and the transformative power of systemic change. By undertaking collaborative action, our region can realize the exponential effects of improved student outcomes and civic engagement that lead to greater economic prosperity for our community and our future. Transforming systems is much more than just partnering or sharing common metrics -it means investment, shared ownership and sustained commitment. The commitment is not to change the lives of a handful of children in a given school or neighborhood through one program (no matter how strong). Instead, such commitment means that we expect results not for 60 children but for 60,000; not for one middle school but for all our 68 middle schools; not for one demographic but for all. E3 Alliance helps to facilitate and orchestrate transformation through collaborative action, fueling the work of the Blueprint through objective data-driven decision making, bringing together communities, creating a commitment to change, and ultimately changing not just practices but systems.
THEORY OF CHANGE CHANGE SYSTEMS CHANGE PRACTICES & BUILD CAPACITY FORGE COLLABORATION BUILD COMMON AGENDA IDENTIFY DATA INSIGHTS CONVENE STAKEHOLDERS
SUSTAINING A CULTURE OF HIGH PERFORMANCE
CREATING COMMITMENT OF CHANGE
BUILDING COMMUNITY
OBJECTIVE DATA-DRIVEN DECISION MAKING
During 2013, over 1300 people across 242 organizations throughout Central Texas supported, participated in and broadcast Blueprint initiatives helping to transform the education experience for over 390,000 students from Pre-K through Post-secondary.
And these organizations are committed and believe complex systems change is possible. A 2013 E3 Alliance survey of stakeholders indicated:
90% of respondents feel that their organization has a responsibility ✔toOver help children succeed in school
10% of respondents think systemic change in education is too overwhelming ✔toOnlyundertake
12
THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
WHO IS PART OF THIS COLLABORATIVE ACTION? COMMUNITY GROUPS AND NONPROFITS
ALLIANCE DISTRICTS who have an ongoing, formal relationship with E3 Alliance that allows for regular joint planning with superintendents and other district leaders, detailed data sharing, regional grant opportunities, sharing of practices and other ongoing collaboration. Austin ISD Bastrop ISD Del Valle ISD Eanes ISD Hays CISD Hutto ISD Lake Travis ISD Leander ISD Manor ISD Pflugerville ISD Round Rock ISD San Marcos CISD Taylor ISD
COALITION INSTITUTIONS OF HIGHER EDUCATION (IHEs) are based in the Central Texas region and have an ongoing, formal relationship with E3 Alliance that allows for regular joint planning with IHE leaders, collaborative activities and shared strategic planning and practices. Austin Community College District Concordia University Huston-Tillotson University Southwestern University St. Edward’s University Texas State University The University of Texas at Austin Western Governors University
TRANSFORMING OUR REGION
across the region have worked with E3 Alliance on collaborative projects and initiatives, design of The Blueprint for Educational Change, joint grants, and other Collective Impact activities to support higher outcomes for the students of Central Texas. American Youthworks Any Baby Can Attendance Works Austin Area Research Organization Austin Community Foundation Austin Interfaith Austin Partners in Education Austin Technology Council Austin Voices for Education and Youth Bastrop P-16 Partnership Early Childhood Business Alliance Breakthrough Austin Capital Academies Career Expressway Central Health Central Texas Education Funders Children’s Optimal Health City of Austin College Forward Communities in Schools Community Action Network Con Mi MADRE Educate Texas Education Service Center Region 13 Entrepreneurs Foundation of Central Texas Envision Central Texas Essilor Vision Foundation Get Schooled Foundation Girls Scouts of Central Texas Greater Austin Chamber Greater Austin Hispanic Chamber Hispanic Scholarship Consortium iACT I Live Here, I Give Here Independent Colleges and Universities of Texas Impact Austin
Kids Vision Central Texas Leadership Austin Opportunity Austin Raise Your Hand Texas Ray Marshall Center for the Study of Human Resources Ready by 21 Coalition Seton Family Skillpoint Alliance St. David’s Foundation Success by 6 Sustainability Indicators Project Texas Alliance for Minorities in Engineering Texas Association of School Boards Texas Association of School Administrators Texas Charter Schools Association Texas Education Agency Texas Education Grantmakers Advocacy Consortium Texas Higher Education Coordinating Board Travis County Research and Planning United Way for Greater Austin United Ways of Texas Workforce Solutions Capital Area
INITIATIVE COLLABORATORS KIPP Austin Public Schools NYOS Charter School Texas A&M University
BUSINESS PARTNERS AND INDUSTRY GROUPS across the region have supported the work of E3 Alliance through monetary and in-kind contributions, strategic leadership, collaborative projects and initiatives, design of The Blueprint for Educational Change, and other Collective Impact activities to support higher outcomes for the students of Central Texas. They include over 95 organizations.
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ARCHITECTS OF CHANGE The Blueprint for Educational Change and E3 Alliance are only a strong as the partnerships and collaborations that we build. We are pleased to announce this year’s recipients of the Architects of Change recognitions. An Architect of Change is an individual or organization exemplifying true commitment to the regional collaborative change process and meaningfully impacting the goals of the Blueprint. Please join us in celebrating the following individuals and organizations as the 2014 Architects of Change:
EDUCATION SERVICE CENTER REGION 13 SCHOOL READY TEAM The School Ready Team at Education Service Center Region 13, lead by Cathy Doggett, is dedicated to maximizing opportunities to enhance quality pre-K services in our region. Despite massive state budget cuts that forced many Service Centers to discontinue school readiness programs, Region 13 has continued to dedicate staff and resources to support tools such as Ready, Set, K!, and professional development to enhance pre-K teaching, assessment and program operations, raising the impact of early education in the over 60 school districts they support and collaborate with.
DR. GRANT W. SIMPSON, DEAN, SCHOOL OF EDUCATION AT ST. EDWARD’S UNIVERSITY Dr. Grant W. Simpson serves as Dean for the School of Education at St. Edward’s University, where he continues to set the bar on high quality educator preparation programs (EPP). Dr. Simpson also serves on the State Board of Education Certification (SBEC) and was recognized for his leadership by the Texas Association of Colleges for Teacher Education. Dr. Simpson helped to launch and currently chairs the Central Texas Council on Educator Preparation (CTCEP) comprised of over 25 school districts and educator preparation programs. CTCEP is one of the first joint councils in the state designed to cultivate a shared vision for preparing high quality educators from the time when they begin their major through their first years of teaching in school.
AUSTIN COMMUNITY COLLEGE DISTRICT Over the last six years, Austin Community College (ACC) has been a vital partner in “moving the needle” for student outcomes in college access, persistence, and success, especially for traditionally under-represented student populations. ACC is a founding partner of E3 Alliance, and since the launch of the Austin College Access Network (ACAN) — a coalition of community organizations helping thousands of low income, first generation, and under-served students reach their postsecondary goals — ACC has shown tremendous leadership in developing and implementing new and innovative supports that improve student persistence, degree completion and/or successful transfer to 4-year institutions.
CO-CHAIRS OF MISSING SCHOOL MATTERS TASKFORCE, AMY JONES & LAUREN PAVER Amy Jones, Principal at O’Connell Robertson, and Lauren Paver, Sr. Director of Operations at CLS Partners are the founding co-chairs of the Missing School Matters Taskforce. The taskforce is the community outreach arm of the Community Accountability Team. As the co-chairs of the taskforce, Amy and Lauren have led the efforts of the taskforce to present and amplify the message of improving student attendance through 41 presentations reaching 1276 individuals, and 33 media outreach and placements in community, business, association and school newsletters and publications. Lauren and Amy have exemplified the effective leadership community leaders can provide to raise the awareness around Missing School Matters in Central Texas.
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THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
HOW CAN YOU SAVE MONEY FOR SCHOOLS AND HELP STUDENTS SUCCEED?
A typical high school in Central Texas loses $20,000 week due to student absences. If we increase attendance by just 3 days per student per year, school districts in our region will gain $34 million dollars in state revenue annually. Since the start of the Missing School Matters campaign in Central Texas, we’ve been able to reduce absences while enrollment continues to grow, saving $12 million dollars. But we’ve got some ways to go: in 2014 we want to double the amount of savings to $24 million.
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$
WHAT IS THE MOST IMPACTFUL THING YOU CAN DO THIS YEAR TO HELP GET THE WORD OUT?
MILLION
Amount of money Central Texas school districts would gain if every student attended just 3 more days
TRIPLE BOTTOM LINE
Students can learn more Teachers have more time to teach Districts have increased revenue
To support Missing School Matter, go to www.MissingSchoolMatters.org
HOW CAN YOU BRING THE WORLD OF WORK TO THE CLASSROOM?
TEACHERS & ADMINISTRATORS
Today’s disconnect between industry, teachers and students leaves too many students sidelined from career awareness, preparation, and real-life learning experiences to prepare for a future in high-demand jobs. BRINGING THE WORLD TO THE CLASSROOM AND THE CLASSROOM TO THE WORLD
HIGHT SCHOOL STUDENTS
WORK-BASED LEARNING SYSTEM
BUSINESSES
An online portal for regional work-based learning opportunities: • Teachers and Administrators can connect to industry experts aligned to Texas curriculum standards in critical subjects. • High School Students can match their interests and aptitudes to opportunities to enhance career awareness, experience, and preparation for the high demand, high wage occupations in our region. • Businesses can build employee engagement with local students to cultivate their future workforce. TAKE UP THE CHALLENGE E3 Alliance is piloting the state’s first regional work-based learning system with two innovative vendor partners, SureScore Campus2Careers and Nepris. You can: 1. Engage students with your business: Post your company’s internships, job-shadowing, and other work-based learning opportunities on Campus2Careers.com. Contact Nathan Green nathan@campus2careers.com for more information. 2. Connect the World of Work to the Classroom: Sign up to become a virtual classroom speaker at Nepris.com and contact Sabari Raja sabari@nepris.com to learn more about engaging your employees.
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ENDNOTES: E3 Alliance analysis of Texas Academic Performance Report data from the Texas Education Agency. Ibid. 6 Kids Count Data Center: Children (0-17) living in Poverty for Bastrop, Blanco, Caldwell, Gillespie, Gonzalez, Hays, Travis, and Williamson County 2002 to 2012. Available online http://datacenter.kidscount.org/data#TX/5/0. 7 Bruner, C., Floyd S.and Copeman A. (January 2005) Seven Things Policy Makers Need to Know about School Readiness, available online: http://www.finebynine.org/uploaded/file/7%20Things.pdf. Accessed: Jan. 24, 2011. 8 Ibid. 9 Hollier, Dennis, What is the ROI on Early Childhood Education, Preschool isn’t Just about School. Hawaii Business, Feb. 2013. Available online: http://www.hawaiibusiness.com/Hawaii-Business/February-2013/Whats-the-ROI-on-Early-Childhood-Education 10 Heckman et al., 2009b Heckman, J.J., Moon, S.H., Pinto, R., Savelyev, P.A., Yavitz, A.Q., 2009b. A Reanalysis of the HighScope Perry Preschool Program, unpublished manuscript, University of Chicago, Department of Economics. First draft, September, 2006. 11 Data gathered as part of the 2010, 2011, 2012 Kindergarten Readiness Study conducted by E3 Alliance. 12 E3 Alliance analysis of PEIMS enrollment data at The University of Texas at Austin Education Research Center. For 2010, denominator includes students enrolled in kindergarten in 2009-10 in a school district in the E3 region, who were either low income or an English language learner. The numerator includes only those students in the denominator who in 2008-09 were either (a) enrolled in PK somewhere in Texas or (b) not enrolled anywhere in public schools in Texas. For 2011, a similarly analysis was done except the kindergarten year was 2010-11 and the PK or not-enrolled year was 2009-10, and similarly for 2012. 13 Data compiled by E3 Alliance using Department of Family and Protective Services Child Care Licensing data with Children in Care reports from Workforce Solutions Capital Area and Rural Capital Area. Early Childhood Education centers with a full license, serving children under 5 that are accredited through Texas Rising Star, NAEYC, NAC, TSR! or the Kindergarten Readiness System or Head Start Centers in Bastrop, Caldwell, Hays, Travis, and Williamson Counties. 14 Data compiled by E3 Alliance using TEA AEIS data, TRS! Certification, and participation in Ready, Set, K! data is based on campuses with pre –k enrollment in the 2012-2013 school year. Note this measure will be changing as TRS has not released new data on Certification. 15 E3 Alliance analysis of 20112-13 STAAR results obtained from the Results of Students’ Tests section of the Texas Education Agency website. 16, 17 Ibid. 18 E3 Alliance analysis of PEIMS enrollment data at The University of Texas at Austin Education Research Center. 19 Ibid. 20 E3 Alliance Analysis of AEIS data from the Texas Education Agency. 21 E3 Alliance Analysis of 2012-13 STAAR results obtained from the Results of Students’ Tests section of the Texas Education Agency website. 22 E3 Alliance analysis of PEIMS enrollment data at The University of Texas at Austin Education Research Center. 23 Juergen, M. (2013) Workforce Trend: Miserable Millennials. Entrepreneur Magazine. Retrieved on January 28, 2014 at: http://www.entrepreneur.com/article/229848. 24 Texas Workforce Commission. IHS Global Insights Short Term 2011-2014 Forecast. November 2012. http://www.tracer2.com/admin/uploadedPublications/2012rda.pdf. p. 24. Accessed December 23, 2013. 25 Levin, H.M. and Rouse, Cecilia E. (January 2012). The True Cost of High School Dropouts. The New York Times http://www.nytimes.com/2012/01/26/opinion/the-true-cost-of-high-school-dropouts.html?_r=0. Accessed January 28, 2014. 26 Levin, H.M. (2009). The Economic Payoff to Investing in Educational Justice. Educational Researcher, 3(1), 5-20. 27 Rouse, C. E. (2005). “Labor market consequences of an inadequate education.” Paper prepared for the symposium on the Social Costs of Inadequate Education, Teachers College Columbia University, October 2005. 28 E3 Alliance analysis of high school completion data from the Texas Education Agency. 29 E3 Alliance analysis of Texas Academic Performance Report data from the Texas Education Agency. 30 E3 Alliance analysis of Texas Education Agency graduation data and Texas Higher Education Coordinating Board enrollment and completion data at the Education Research Center at The University of Texas at Austin. Students enrolled in fall or spring semesters were considered enrolled that year. 31 Ibid. 32 Rates for the classes of 2007 through 2011: E3 Alliance analysis of Texas Education Agency graduation data at the Education Research Center at The University of Texas at Austin. Rate for 2012: E3 Alliance analysis of TAPR and high school completion data from the Texas Education Agency. 33 E3 Alliance analysis of PEIMS course completion data at the Education Research Center at The University of Texas at Austin. Rigorous coursework was defined as Advanced Placement, International Baccalaureate, or dual credit (or locally defined dual credit in 2010 or 2011). 34 E3 Alliance analysis of AEIS and Texas Academic Performance Report data from the Texas Education Agency. 35 Ibid. 36 E3 Alliance analysis of TEA graduation data and Texas Higher Education Coordinating Board enrollment and completion data at the Education Research Center at The University of Texas at Austin. Students enrolled in fall or spring semesters were considered enrolled that year. 37, 38 Ibid. 39 Van Overschelde, J. P., & Young, M. (2012). Project Lead the Way students more prepared for higher education. 40 E3 Alliance analysis of PEIMS attendance data at The University of Texas at Austin Education Research Center. 41 E3 Alliance analysis of PEIMS enrollment and attendance data at the University of Texas at Austin Education Research Center. 42 E3 Alliance analysis of PEIMS attendance data at The University of Texas at Austin Education Research Center. Schools lose $38/day for each student who is absent. 43, 44 Ibid. 1
2, 3, 4, 5
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THE BLUEPRINT FOR EDUCATIONAL CHANGETM | 2014 REPORT
BLUEPRINT LEADERS SUMMIT PROGRAM SPONSORS SUMMIT SPONSOR
PRINCIPAL PARTNER
INNOVATOR PARTNERS
E3 ALLIANCE® FOUNDING PARTNERS
E3 ALLIANCE® SPONSORS
3M ALICE KLEBERG REYNOLDS FOUNDATION APPLIED MATERIALS AUSTIN VENTURES BANK OF AMERICA THE BOONE FAMILY FOUNDATION BUILD-A-SIGN CENTRAL HEALTH DELL GIVING EZ CORP FOUNDATION EANES ISD ELIZABETH CHRISTIAN & ASSOCIATES GREATER TEXAS FOUNDATION
HEB IBM JPMORGAN CHASE & CO. KDK-HARMAN FOUNDATION THE MEADOWS FOUNDATION THE MITTE FOUNDATION NATIONAL INSTRUMENTS OPPORTUNITY AUSTIN ORSINGER FOUNDATION RAISE YOUR HAND TEXAS ST. DAVID’S FOUNDATION SILICON LABS STATE FARM TG TEXAS HIGHER EDUCATION COORDINATING BOARD TEXAS STATE UNIVERSITY
WELLS FARGO FOUNDATION WRIGHT FAMILY FOUNDATION ...and multiple individual contributors to whom we are grateful!
IN KIND DONORS ACC AHRMA DELL SERVICES ESC REGION 13 MAXWELL, LOCKE & RITTER O'CONNELL ROBERTSON TERMINAL B
www.e3alliance.org Š 2014 E3 Alliance