1. 2 what is the e 3 alliance? a catalyst for change in central texas and in regions across the...

2

What is the E3 Alliance?

A catalyst for change in Central Texas andin regions across the state

Building a research-based regional blueprint to align our education systems

to better fulfill the potential of every citizen and in turn, increase economic outcomes.

3

What Are Achievement Gaps?

• Significant differences in educational outcomes (graduation rates, standardized assessments, etc.) between different demographic groups

• Socioeconomic• Ethnic• Gender

• Traditionally, some groups have shown outcomes 50% or more lower than other groups:– Continues cycles of poverty for families– Broadens economic gaps in communities– Makes overall economy less sustainable

4

Texas Today: Huge Disparities in Degree Attainment

Degree Attainment in 2000 - Texans 25 and Over

Source: Texas State Data Center

EC-2

5

Why do we Care?

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

Not HighSchool

Graduate

Graduate,including GED

Some Collegeno degree

Associatedegree

Bachelor'sdegree

Bachelor's &More

18-24

25-34

35-44

45-64Advanced degrees earn about 3x more than non high school grads.

$80,600

$28,500

Source; US Census Bureau Current Population Survey, March 2005

Higher degree = higher growth potential

Ag

e G

rou

p

EC-8

6

The Future of Central Texas will Dimif We Don’t “Close the Gaps”

• We stand to lose over 85,000 jobs

• We face personal income loss close to $10 Billion

• Total expenditures (spending on retail, local purchases, real estate, etc.) decline by over $40 Billion by 2030

Source: The Perryman Group EC-13

7Source: TEA, 2005-2006 AEIS Reports

DM-7

Copyright ©. Texas Education Agency. All Rights Reserved

K-12 Enrolloment by EconomicDisadvantage, 2005-2006

Econ. Disdvantagd

44%Non-Econ. Disdvantagd

56%

K-12 Enrollment by Ethnicity, 2005-06

African-American,

10.9%

Hispanic, 40.0%

Other, 4.1%

White, 44.9%

Enrollment by Ethnicity and Socioeconomic Group

8

Central Texas Student Enrollment Growth, 2001-02 to 2005-06

39.2%

29.2%

19.8%

14.9%

2.3%

41.4%LEP

Economically Disadvantaged

Hispanic

African-American

All Students

White

Disproportionate Growth Among Student Populations

Source: TEA, 2001-2002 and 2005-2006 AEIS ReportsDM-5


9

But: Districts are Very Different

Central Texas School Districts by Size and Percent Economically Disadvantaged, 2005-2006

2

7

31

5

3

6

2

3

2

1

0

2

4

6

8

10

12

14

0 - 25 25.1 - 50 50.1 - 75 75.1 - 100

Percent Economically Disadvantaged

Nu

mb

er o

f D

istr

icts

Large

Medium

Small

Source: TEA, AEIS Reports

DM-10


10

Achievement Gap:Problems & Progress

1. Large gaps between different ethnic and economic groups remain

2. Many – but not all – gaps are closing

3. Gaps are greater at higher grades, but tend to close at graduation

Partially because challenged students drop out!

4. Differences in district demographics don’t explain all differences in gaps

Need best practices to be better shared

AG-1

11

More Children & Families Starting Off Behind

• 18.2% of families with children under 5 earn below the poverty level

• Many child care facilities are unlicensed and unregulated; of those that are, 18.5% had met any sanctioned quality standard

• Only 43.8% of income-eligible 3-4 year olds (versus 55.1% for Texas) are enrolled in Head Start or public pre-K

Source: Success by Six 2007 Report Card on Child Well-Being; data for Travis County only

12Source: TEA Division of Performance Reporting, Ad-hoc Report

•Computed at Panel Recommendation

•SSI – Passing at 1st or 2nd Administration

K12-7


Central Texas Gaps: 5th Grade TAKS

13

Central Texas Gaps: 8th Grade TAKS

TAKS Reading TAKS Math

Source: TEA Division of Performance Reporting, Ad-hoc Report

K12-10


Per

cen

t P

assi

ng

•SSI – Passing at 1st or 2nd Administration

14

TAKS Gaps Vary Among Districts

Large Districts 8th Grade TAKS Passing All Tests

0

20

40

60

80

100

Percent 8th Grade White Students TAKS Passing All Tests

AVG Percent 8th Grade Black & Hispanic Students TAKS Passing All Tests

Gap betweenethnic groups

AG-3

Note: Gaps based on difference between White student performance and un-weighted average of Black and Hispanic student performance

Source: TEA, 2005-2006 AEIS ReportsCopyright ©. Texas Education Agency. All Rights Reserved

15Source: TEA, AEIS Reports 2005-06

Graduation Gaps Among Districts with 50-75% Economically Disadvantaged

0

20

40

60

80

100

AustinISD

Bastrop Elgin Jarrell Lockhart Luling Manor SanMarcos

Taylor

05 Graduation Rate for White Students

Avg 05 Graduation Rate for Black & Hispanic Students

Gaps Vary Even in Districts with Common Demographics

AG-5

Note: Gaps based on difference between White student performance and un-weighted average of Black and Hispanic student performance


16

Females Graduate at Higher Rates than Males

Male vs Female Target District H.S. Graduation Rate 2005

0%

50%

100%

150%

Male

Female

Male 76% 83% 81% 97% 64% 87% 75%

Female 85% 88% 90% 98% 84% 94% 86%

Austin Bastrop Del Valle Eanes Manor Round Rock San Marcos

Source: TEA, AEIS Reports 2005-06AG-5A


17

White Students Graduating with More Rigorous Curriculum

Students Graduating with Distinguished Achievement Plan, Class of 200513.3

10.0

3.62.1 1.9 1.6 0.5

Whi

te

ALL

His

pani

c

Afric

an-

Amer

ican

Econ

Dis

adva

ntag

ed

LEP

SPEDPe

rcen

t of G

radu

ates

Source: TEA Division of Performance Reporting, Ad-hoc Request AG-11


18

“Qualified” Math Teachers not at Schools with Highest Needs

Least Qualified Math and Science Teachers in Highest Need Schools

0

5

10

15

20

25

30

Teacher Out-of-Field Teacher Not Certified in Subject Taught

Pe

rce

nt

of

Ma

th

Te

ac

he

rs 00.0-25.0%

25.1-50.0%

50.1-75.0%

75.1-100%

Percent of Student Enrollment that is Economically Disadvantaged, 2005 School Year

Source: Dr. Ed Fuller, School of Education, University of Texas at Austin

Percent of Student Body that is Econ. Disadvantaged

Note: “Qualified” defined as teachers certified in subject, teaching in-field

MS-4

19

LEP Achievement Gaps in Elementary School

LEP Performance Significantly Lower than Other Students, All Districts and Charters

75

27

726569

91 9088

3rd Gr. TAKSReading - 1st

Administration Only

5th Gr. TAKS Alltests

5th Gr. TAKS Math 5th Gr. TAKSReading

Pe

rce

nt

Pa

ss

ing

All

LEP

Source: TEA Division of Performance Reporting, Ad-hoc ReportLE-4


20

LEP Performance Significantly Below Other Students, All Districts and Charters

85.3

71.063.2

10.0

65.2

93.1

8th

Gr.

TA

KS

Rea

ding

8th

Gr.

TA

KS

Mat

h

8th

Gr.

TA

KS

All

Dis

tingu

ishe

dA

chie

vem

ent

Pla

n

Rec

omm

ende

dH

S P

rogr

am

Com

plet

ion

Rat

e 1

Per

cen

t P

assi

ng

All

LEP

LEP Achievement Gaps Grow at Upper Grades

Source: TEA Division of Performance Reporting, Ad-hoc Report LE-5


21

Are Graduates Taking College Admissions Tests?

Percent of Graduates Taking ACT or SAT, All Districts and Charters

30

40

50

60

70

80

90

2003 2004 2005

Pe

rce

nt White

All

African-American

Hispanic

African Americans in Central Texas take admissiontests at a far higher rate than Hispanics

Source: TEA Division of Performance Reporting, Ad-hoc Report

CR-2


22

Scores on Entrance Exams for Ethnic Minorities Lower and not Rising

Percentage of High School Graduates Scoring 'Above Criterion' on ACT or SAT, All Districts and Charters

0

5

10

15

20

25

30

35

40

45

2003 2004 2005

Per

cen

t

White

All

Hispanic

African-American

Source: TEA Division of Performance Reporting, Ad-hoc ReportCR-5


23

Reported Low-Income College Population Surprisingly Low

Percent of Economically Disadvantaged Students for CT Public Institutions

14%

11%

8%

6%

8%

0%

2%

4%

6%

8%

10%

12%

14%

16%

Source: THECB Aggregate Data RequestMA-7

Of the 45% of Central Texas students who are economically disadvantaged, only 11% go to college

24

Variation in College Grad Rates by Ethnicity Across Public Institutions

Six-Year Graduation Rates Ethnicity Per Institution

11% 8%

19%

56%

0%

11%6%

18%26%

42%

55%

71%74%

48%48% 45%

70%66%

54%

74%

0%

20%

40%

60%

80%

Institution

Six

-Yea

r G

rad

uat

ion

Per

cen

tag

e

African American

Asian/Native American

Hispanic

White

Source: THECB Aggregate Data Request

Note: Asian and Native American rates were combined to prevent dropping numbers due to FERPA. However, it should be noted these rates vary greatly between the two.

GR-4

25

Six-Year Graduation Rate by Economic Status FY1998-2000

8%

42% 43%

7%

65%

17%

63%54%

24%

74%

0%

20%

40%

60%

80%

AUSTIN C

OM

MUNIT

Y COLLE

GE

OTHER F

OUR Y

EAR

TEXAS STATE U

NIV-S

AN MARCO

S

OTHER T

WO

YEAR

U. OF T

EXAS AT A

USTINGra

du

atio

n P

erce

nta

ge

EconomicallyDisadvantaged

Non-EconomicallyDisadvantaged

College Graduation Rates Lower for Economically Disadvantaged Students


GR-7

Students are traditional students and does not include transfers

26

Graduation Rates Vary by Ethnicity

Six-Year Graduation Rates by Ethnicity FY1998-2000

0%

10%

20%

30%

40%

50%

60%

AfricanAmerican

Asian/NativeAmerican

Hispanic White

Ethnicity

Six

-Ye

ar

Gra

du

ati

on

P

erc

en

tag

e


Note: Asian and Native American were combined to prevent dropping numbers due to FERPA. However, it should be

noted these percentages vary greatly between the two. GR-8

27

Type of Student Matters

• More and more of our college students are “non-traditional”

– part time, delayed start– 54% of Central Texas college-goers

• Hispanics more likely to be non-traditional

• Central Texas Graduation Rates:– Traditional students: 54%– All college students: 41%

28

Source: THECB Aggregate Data Request GR-9

Economically Disadvantaged PopulationsMap to Low College Graduation Rates

1. 2 what is the e 3 alliance? a catalyst for change in central texas and in regions across the...

Documents