2019 communi t y impact repor t€¦ · proficiency postsecondary enrollment postsecondary...

2 0 1 9 C O M M U N I T Y I M P A C T R E P O R T

TO OPPORT

UNITY

Attendance WorksBirth Through Eight Strategy for Tulsa (BEST)Bright BeginningsCAP TulsaChildren FirstCity of TulsaCity YearColumbia University Center for Public Research and LeadershipCommunities in Schools of Mid-AmericaCommunity Service Council of Greater TulsaComplete College America Connect FirstCrosstownEducareEmergency Infant Services

Family & Children’s ServicesFamily ConnectsFoundation for Tulsa SchoolsGrowing TogetherHabitat for HumanityHealthy StepsHunger Free OklahomaIndian Nations Council of Governments (INCOG)JAMES IncLittle by LittleMetcaresMetropolitan Baptist ChurchMy Health Access NetworkNeighbors Along the Line New Hope Oklahoma

Oklahoma State Department of EducationThe Opportunity Project OK to Grow OU-Tulsa Center of Applied Research for Nonprofit OrganizationsParent-Child CenterPower of Families Project Lead the WayReach Out and ReadReading PartnersStrong TomorrowsTake Control InitiativeTeach for AmericaTeaching and Leading Initiative of Oklahoma TRiO ProgramTulsa Area United Way

Tulsa Campaign to Prevent Teen PregnancyTulsa ChangemakersTulsa City-County Health DepartmentTulsa City-County LibraryTulsa Community FoundationTulsa Debate League Tulsa Dream CenterTulsa Housing AuthorityTulsa Regional ChamberTulsa Regional Stem AllianceWomen in RecoveryYMCA of Greater TulsaYouth Philanthropy Initiative (YPI)Youth Services of Tulsa

POSTSECONDARY PARTNERS

COMMUNITY PARTNERS

SCHOOL DISTRICT PARTNERS

®

EST. 1904

BROKEN ARROWPUBLIC SCHOOLS

*Districts who have been partners since our founding

*

* *

* * * * *

* *

1

IMPACTTULSA USES DATA AS A FLASHLIGHT, NOT A HAMMER.

THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY

EIGHTH-GRADEMATHEMATICSPROFICIENCY

POSTSECONDARY ENROLLMENT

POSTSECONDARY COMPLETION

KINDERGARTENREADINESS

HIGH SCHOOL COMPLETION

COLLEGE & CAREER READY

THIRD-GRADEENGLISH LANGUAGE ARTS

PROFICIENCY


POSTSECONDARYENROLLMENT

POSTSECONDARYCOMPLETION





PROFICIENCY



SECONDARY COMPLETION




LETTER FROM LEADERSHIP 2

ABOUT IMPACTTULSA 3

TULSA AREA DEMOGRAPHICS 4

EDUCATION OUTCOME AREA TRENDS 6

CHILD EQUITY INDEX 8

ATTENDANCE 10

COUNTDOWN TO KINDERGARTEN 11

READY TO READ 12

EIGHTH-GRADE MATHEMATICS 14

GRADUATE 918 16

CALL TO ACTION 20

CITATIONS 21

CONTENTS

2

LETTER FROM LEADERSHIP

First Steps in Creating a Land of OpportunityLast year’s Community Impact Report declared an opportunity

crisis. Groundbreaking research showed that too many Tulsans

were economically “stuck in place” across generations and did not

participate in the American Dream as popularly conceived. We

learned a young African American child born to low-income parents

in Tulsa County in the 1980s had just a 1-in-26 chance of reaching

an upper income group as a young adult. If that same child had been

born in the 74120 zip code, those chances fell close to zero. The

economic mobility odds for low-income white, Native American,

and Hispanic children were a little better, but still not adequate.

The findings were eye-opening and unsettling.

This year, we transitioned from diagnosis to action.

In July, Tulsa was selected as one of just ten cities to participate in

a new, national initiative aimed at improving economic mobility.

Supported by leading foundations, the initiative provides access to

the experts behind the mobility research—led by Harvard University

economist Raj Chetty. Each participating city brings data, promising

strategies, and shared learnings. For example, the City of Tulsa and

the Community Service Council’s Equality Indicators Initiative use

data to measure progress toward equality across Tulsa’s zip codes

and to better understand the landscape of opportunity and access

throughout the city. ImpactTulsa and Tulsa Public Schools can also

bring the Child Equity Index (CEI) work to the table to offer a focus

on improving opportunities specifically for children.

Launched in 2018, the CEI operates under the theory that structural

and systemic factors inside and outside the school building affect

student outcomes. Yes, students need access to great educators,

reasonable class sizes, aligned curriculum, and adequate learning

time. But, if they are going to reach their full potential, they also

need stable housing, wellness visits, dental checkups, reliable

transportation, low-crime neighborhoods, and more. Educators

cannot change community conditions, and that’s where ImpactTulsa

and its partners come in.

The CEI measures neighborhood conditions using more than 40

indicators across a range of domains. It assesses how factors such as

housing affordability, healthcare access, poverty rates, crime rates,

and unemployment rates collectively impact student outcomes. The

index uncovers systemic disparities across neighborhoods and points

to areas ready for intervention. One area of the CEI work drilled

down into the relationship between chronic absenteeism and the

ease of getting to school, including student walk distances, access

to sidewalks, and transit availability. Collaborative Action Network

and strategy teams, facilitated by ImpactTulsa, are exploring how

improved transportation options, greater community supports, and

comprehensive solutions to address the barriers children living in

certain neighborhoods face getting to school may contribute to better

attendance. These are examples of how cross-sector and community

approaches are being tried to solve problems in education. And it’s

just the beginning.

Establishing Tulsa as an authentic “land of opportunity” is a journey.

ImpactTulsa was designed for this work, and our founding principles

will guide us: measure what matters, identify effective practices,

and align resources. Our vision hasn’t changed, and we’ve enlisted

remarkable cross-sector partners and community members

during our six-year journey. We look forward to engaging in this

nation-leading work and contributing to Tulsa’s future of broadly

shared prosperity.

Carlisha Williams Bradley, MPA Executive Director, ImpactTulsa

Mayor GT Bynum Chair, ImpactTulsa Leadership Council

3









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VISIONALL STUDENTS ARE GUARANTEED A HIGH-QUALITY EDUCATION.

MISSIONIMPACTTULSA ALIGNS THE COMMUNITY TO PROVIDE A PATHWAY FOR ALL STUDENTS TO THRIVE.

IMPACTTULSA IS A COLLECTIVE IMPACT PARTNERSHIP THAT BRINGS TOGETHER SCHOOLS, BUSINESSES, FAITH-BASED GROUPS, COMMUNITY ORGANIZATIONS, PHILANTHROPY, AND GOVERNMENTAL AGENCIES TO SIGNIFICANTLY IMPROVE STUDENT OUTCOMES.









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OUTCOME AREAS OF FOCUS

StriveTogether is a national, nonprofit network of 67 community partnerships. The network’s mission is to build the capacity of communities to dramatically improve educational outcomes for every child from cradle to career by providing strategic assistance, network communications and high-quality resources.

THEORY OF ACTION

Measure what mattersto inform action,

Identify effective practicesto expand what works, and

Align resourcesto drive change in policy and practice...

…then we will be a model of excellence that improves student achievement outcomes.

When ImpactTulsa strives to:

2018 TOTAL POPULATION

648,3604.2% GROWTH SINCE 2013

2018 PRE-K – 12 STUDENTS IN TULSACOUNTY AND SAPULPA

128,8014% GROWTH SINCE 2013

STUDENTS ENROLLEDIN PUBLIC SCHOOL

84.4%1.4% DECLINE SINCE 2013

RESIDENTS OF TULSA COUNTYATTENDING A POSTSECONDARYINSTITUTION:

37,4331.3% DECLINE SINCE 2013

TULSA COUNTY 18-24 YEAR OLDSENROLLED AT A POSTSECONDARYINSTITUTION

18,6314.7% GROWTH SINCE 2013

13% 7%

HISP

ANIC

AFRIC

AN AM

ERICA

N

2018 PERCENT OF POPULATION

61%

ASIAN

/PACIF

IC ISL

ANDE

R

398,093399,279

5%

MULTI

RACIA

L

OTHE

R

<1%

1,945788

10%

WHI

TE

3%

17% -5%GROWTH 2013-2018

0% 17% 147%9% 41%

NATIV

E AME

RICAN

2013

48,283 46,03422,04415,646

65,48460,33530,47326,066

84,28772,012

2018

37%

17%

43%

19%13%

28%

ASIAN

/PA

CIFIC

ISLAN

DER

WHI

TE

MULTI

RACIA

L

94% 90% 89%

NATIV

EAM

ERICA

N

78%

HISP

ANIC

65%

AFRIC

ANAM

ERICA

N

92%HIGH SCHOOL DEGREEOR HIGHER

BACHELOR’S DEGREEOR HIGHER

EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY

HIGH SCHOOL DIPLOMAOR EQUIVALENCY

SOME COLLEGE ORASSOCIATE’S DEGREE


89.8%

64.1%

31.6%

8% 7%7% 17%

4% 3%

75% 53%

11%20%

4%

48%

10%21%

3%

47%

10%18%

4%

50%

7%14%

5%

58%

13%7%

4%

60%

10%6%

3%

66%

4%6%

2%

74%

6%2%

2%

79%

5%1%

0%

85%

2%0%

0%

93%

100%

0%

50%

TOTAL POPULATION

DEMOGRAPHIC MAKEUP

COUNTY(NON-CITY)

CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85+

WHITE (NON-HISPANIC)

6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1%NATIVE AMERICAN

ASIAN/PACIFIC ISLANDER

HISPANIC

MULTIRACIAL

Average Teacher Salary$52,412Rank 34

ExpendituresPer Student

Students Per TeacherRank 39$8,449

OKLAHOMA




COLORADO




KANSAS




MISSOURI




ARKANSAS




NEW MEXICO




TEXAS

EDUCATION FUNDING COMPARISONS, 2018

Average TeacherSalary$61,730

ExpendituresPer Student$12,920

UNITED STATES

ELA 41 MATH 38NAEP RANK







Salaries of instructional staff in Oklahoma increased by 13 percent between 2017-18 and 2018-2019, boosting the state from 49th nationally to 34th.3 The increase in compensation recognizes the vital role played by teachers.Work remains to increase total education funding. Expenditures per student increased only 3.3 percent during the same period.

MEDIANINCOME

PERCENT OF INDIVIDUALSIN CATEGORY

PERCENTUNEMPLOYED

EDUCATION AND UNEMPLOYMENT

CITY

COUNTY (NON-CITY)$28,715

$23,95110%

7%

9%

1%LESS THAN

HIGH SCHOOL DEGREE

CITY


$28,26626%

26%

4%

6%HIGH SCHOOL GRADUATE

OR EQUIVALENT

CITY


$31,70733%

35%

6%

4%SOME COLLEGE

OR ASSOCIATES DEGREE

CITY


$51,849 2%

1%BACHELOR’S DEGREE

OR HIGHER32%

32%

Tulsa’s population grew by four percent between 2013 and 2018, with the majority of growth coming from populations of color. Asian, Hispanic, and Native American populations all grew by double-digit percentages during this period, while the African American population grew by nine percent. The changing demographics of the region become apparent when looking at the distribution of race and ethnicity by age. Children of color make up over half of the population under age five while less than one in four adults 45 or older are of color.

(CITY AND COUNTY)

NAEP = National Assessment of Educational Progress

OKLAHOMA EMERGENCY TEACHERCERTIFICATIONS, TULSA COUNTY4

2016-2017

2017-2018

2019-2020 347*

504

353

150

2018-2019

* Estimates through December of 2019

SAPULPA SCHOOL DISTRICTIS INCLUDED IN STUDENT

PROFILE, BUT NOT INCLUDEDIN COUNTY DETAILS

COLLINSVILLE

OWASSO

TULSA

SAND SPRINGS

KEYSTONE

JENKSSAPULPA

BIXBY

LIBERTY

GLENPOOL

BROKENARROW

SPERRY

SKIATOOK

BERRYHILL

UNION

SCHOOL DISTRICTSTULSA COUNTYCITY OF TULSA

TULSA COUNTY DEMOGRAPHIC BREAKDOWN 2013 TO 2018

1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3%AFRICAN AMERICAN

4

Tulsa Area Demographics1, 2

2018 TOTAL POPULATION

648,3604.2% GROWTH SINCE 2013

2018 PRE-K – 12 STUDENTS IN TULSACOUNTY AND SAPULPA

128,8014% GROWTH SINCE 2013

STUDENTS ENROLLEDIN PUBLIC SCHOOL

84.4%1.4% DECLINE SINCE 2013

RESIDENTS OF TULSA COUNTYATTENDING A POSTSECONDARYINSTITUTION:

37,4331.3% DECLINE SINCE 2013

TULSA COUNTY 18-24 YEAR OLDSENROLLED AT A POSTSECONDARYINSTITUTION

18,6314.7% GROWTH SINCE 2013

13% 7%

HISP

ANIC

AFRIC

AN AM

ERICA

N

2018 PERCENT OF POPULATION

61%

ASIAN

/PACIF

IC ISL

ANDE

R

398,093399,279

5%

MULTI

RACIA

L

OTHE

R

<1%

1,945788

10%

WHI

TE

3%

17% -5%GROWTH 2013-2018

0% 17% 147%9% 41%

NATIV

E AME

RICAN

2013

48,283 46,03422,04415,646

65,48460,33530,47326,066

84,28772,012

2018

37%

17%

43%

19%13%

28%

ASIAN

/PA

CIFIC

ISLAN

DER

WHI

TE

MULTI

RACIA

L

94% 90% 89%

NATIV

EAM

ERICA

N

78%

HISP

ANIC

65%

AFRIC

ANAM

ERICA

N

92%HIGH SCHOOL DEGREEOR HIGHER


EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY

HIGH SCHOOL DIPLOMAOR EQUIVALENCY

SOME COLLEGE ORASSOCIATE’S DEGREE


89.8%

64.1%

31.6%

8% 7%7% 17%

4% 3%

75% 53%

11%20%

4%

48%

10%21%

3%

47%

10%18%

4%

50%

7%14%

5%

58%

13%7%

4%

60%

10%6%

3%

66%

4%6%

2%

74%

6%2%

2%

79%

5%1%

0%

85%

2%0%

0%

93%

100%

0%

50%

TOTAL POPULATION

DEMOGRAPHIC MAKEUP

COUNTY(NON-CITY)

CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85+

WHITE (NON-HISPANIC)

6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1%NATIVE AMERICAN


HISPANIC

MULTIRACIAL




OKLAHOMA




COLORADO




KANSAS




MISSOURI




ARKANSAS




NEW MEXICO




TEXAS

EDUCATION FUNDING COMPARISONS, 2018

Average TeacherSalary$61,730

ExpendituresPer Student$12,920

UNITED STATES








Salaries of instructional staff in Oklahoma increased by 13 percent between 2017-18 and 2018-2019, boosting the state from 49th nationally to 34th.3 The increase in compensation recognizes the vital role played by teachers.Work remains to increase total education funding. Expenditures per student increased only 3.3 percent during the same period.

MEDIANINCOME

PERCENT OF INDIVIDUALSIN CATEGORY

PERCENTUNEMPLOYED

EDUCATION AND UNEMPLOYMENT

CITY


$23,95110%

7%

9%

1%LESS THAN

HIGH SCHOOL DEGREE

CITY


$28,26626%

26%

4%

6%HIGH SCHOOL GRADUATE

OR EQUIVALENT

CITY


$31,70733%

35%

6%

4%SOME COLLEGE

OR ASSOCIATES DEGREE

CITY


$51,849 2%

1%BACHELOR’S DEGREE

OR HIGHER32%

32%

Tulsa’s population grew by four percent between 2013 and 2018, with the majority of growth coming from populations of color. Asian, Hispanic, and Native American populations all grew by double-digit percentages during this period, while the African American population grew by nine percent. The changing demographics of the region become apparent when looking at the distribution of race and ethnicity by age. Children of color make up over half of the population under age five while less than one in four adults 45 or older are of color.

(CITY AND COUNTY)

NAEP = National Assessment of Educational Progress

OKLAHOMA EMERGENCY TEACHERCERTIFICATIONS, TULSA COUNTY4

2016-2017

2017-2018

2019-2020 347*

504

353

150

2018-2019

* Estimates through December of 2019

SAPULPA SCHOOL DISTRICTIS INCLUDED IN STUDENT

PROFILE, BUT NOT INCLUDEDIN COUNTY DETAILS

COLLINSVILLE

OWASSO

TULSA

SAND SPRINGS

KEYSTONE

JENKSSAPULPA

BIXBY

LIBERTY

GLENPOOL

BROKENARROW

SPERRY

SKIATOOK

BERRYHILL

UNION

SCHOOL DISTRICTSTULSA COUNTYCITY OF TULSA

TULSA COUNTY DEMOGRAPHIC BREAKDOWN 2013 TO 2018

1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3%AFRICAN AMERICAN

5









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FAFSACOMPLETION

65%2013-2014

36%2016-2017

23%2016-2017

81%2013-2014

58%2014-2015

57%2013-2014

73%2018-2019

36%2018-2019

23%2018-2019

85%2018-2019

58%2018-2019

53%2018-2019

-2BA

SELI

NEBA

SELI

NECU

RREN

T

PERC

ENTA

GE P

OIN

T IM

PROV

EMEN

T SIN

CE B

ASEL

INE

+2

+4

+6

+8

-4-6

Percent of students meeting OSTP proficiency standards for reading.

THIRD-GRADE READING

Percent of students meeting OSTP proficiency standards for math.

EIGHTH-GRADE MATH

Percent of students graduating high school within four years.

HIGH SCHOOL GRADUATION

Percent of high school graduates attending Oklahoma colleges and universities.

IN-STATE COLLEGE ENROLLMENT

Percent of students completing the Free Application for Federal Student Aid (FAFSA).

FAFSA COMPLETION(THROUGH JULY 31)









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PRE-K ENROLLMENT

Percent equals the prior year pre-K enrollment total over the current year kindergarten enrollment total.

PRIOR PRE-KENROLLMENT

C

AB

Education Outcome Area Trends

6

+8% +4% ——— -4%

TRENDS AND GOALSImpactTulsa has reached the point in our journey where we have

identified the key indicators, measured them consistently over time,

and can determine how to track progress and setbacks. We find good

news early and late in the continuum. The eight-percentage point

improvement in pre-kindergarten enrollment over five years may be

the best news in this report. That translates to 814 more attendees

in 2018-19 than if the participation rates of 2013-14 had persisted.

The community should also take pride in the steadily improving

high school graduation rate—up two percentage points from last

year and four percentage points since the 2013-14 benchmark year.

That’s progress.

Last year’s report showed declines in the two indicators tied to

standardized testing—3rd grade English Language Arts (ELA) and

8th grade math. ELA and math proficiency rates returned to their

2016-17 levels—36 percent and 23 percent, respectively. It’s a relief

the declines recovered, but disappointing we do not have progress to

report—especially in math, given the low levels of proficiency.

Performance on the college-related indicators—FAFSA and in-state

postsecondary enrollment—are flat or slightly down. Nationally, an

extended economic expansion—now the longest in U.S. history—

provides attractive opportunities outside of education. This could be

one of many contributors to the college-related trends. No one looks

forward to a recession, but when one inevitably arrives, we expect

college-going rates to edge up.

This year’s report is missing a Kindergarten readiness indicator.

Districts use a variety of assessments built on competing methods.

Aggregating outcomes across these loosely-related tests does not

yield the most reliable regionwide analysis. Some simplification

and standardization of these assessments would be a productive

step forward.

Bottomline on performance: more young Tulsans are starting

education early (pre-K) and persisting through high school

Achievement is stubbornly stable, and nationally college enrollment

is competing with job opportunities in an unprecedented

economic expansion.

Trend tracking usually marks the end of the report. But this year we

take an additional step—extending from “what is” to “what should

be.” ImpactTulsa convened goal setting sessions. We set out to create

goals that were: ambitious but achievable, actionable, time-limited,

and equitable (that is, no gaps based on race, ethnicity, or income).

The goals—reported in the following sections—are just first steps

and additional goals will be developed. We recognize there are many

factors that go into reaching these goals and there’s a lot of work that

goes into moving outcomes. However, if Tulsa is going to achieve

world-class status, our community will need to come together to

reach these goals and press on to higher levels.

7

8

During 2018, ImpactTulsa worked in collaboration with Tulsa Public

Schools and ECONorthwest to develop a Child Equity Index (CEI).

The CEI is a data-driven tool and resource for Tulsa area school

districts and community partners to understand student need with

consideration given to student residential environments.

The CEI measures student factors and neighborhood conditions, using

more than 40 indicators across six domains of influence (see figure

below, Domains of Influence) —student-level factors, neighborhood

health, neighborhood socioeconomic status (SES), neighborhood

safety, neighborhood pride and custodianship, and neighborhood

access. The tool measures the collective impact of these factors and

conditions on student outcomes.

The place-based measures are attached to student addresses and

residential environments using data captured at the census tract and

zip code geographic boundaries.

The Child Equity Index LEARNING HOW NEIGHBORHOOD FACTORS AFFECT STUDENT SUCCESS

DOMAINS OF INFLUENCE

The subdomains help us target and align resources based on different type of needs for both students and neighborhoods.

NEIGHBORHOOD SES3% of Population with Less than a High School Education% of Pop below 100% FPL% of Pop below 200% FPLUnemployment Rate

Receipt of SNAP (Food Stamps)Housing Cost BurdenedHousing Quality and Condition

NEIGHBORHOOD CUSTODIANSHIP5Nuisance/311 ComplaintsNegative Land UseBuilt Environment Nuisance

NEIGHBORHOOD HEALTH2Built Environment ScoreLife ExpectancyMental Health/ Substance Abuse Visits

ER VisitsInfant Mortality RateTeen PregnancyLow Birth Weight

NEIGHBORHOOD SAFETY4Violent Crime (aggravated assault, homicide, rape, robbery)Narcotics Crime

Gun-related MortalityArrests

NEIGHBORHOOD ACCESS6WalkscoreTransitGrocery StoresVehicle Access

Industrial/Oil Land SiteHighwayParks, Trails, Schools

STUDENT LEVEL DOMAIN1GenderRace/EthnicityELLStudent MobilityAttended Pre-K

Economic DisadvantageHomelessSpecial Alert (i.e. medical)EBLSuspensions

DOMAIN INDEX SCORES

The index scores produced by the model help us understand the geographic landscape of access and opportunity. The map below illustrates the statistical relationship between overall neighborhood conditions and their contribution to academic outcomes for the students that live there. For instance, the blue-shaded census tracts represent areas with above-median (and more favorable) contributions to student academic outcomes, whereas the orange-shaded census tracts represent the areas with below-median (and less favorable) contributions. With the ability to look at how each individual domain contributes to the overall index, this information provides the ability to identify types of interventions needed to help close opportunity gaps and to overcome barriers to student success.

This map shows how Overall Domain Scores vary by neighborhood (Census Tracts). The blue shades illustrate the neighborhoods of students with more favorable (above median) scores. The orange shades represent the neighborhoods with less favorable (below median) scores.

SIGNIFICANTLY ABOVE MEDIAN

SLIGHTLY ABOVE MEDIAN

SLIGHTLY BELOW MEDIAN

SIGNIFICANTLY BELOW MEDIAN

DISTRICT BOUNDARY

SCHOOL LOCATIONS

169

169

44

44

64

64412

75

75

75

75

51

244

66th St N

56th St N 56th St N

Port Rd

36th St N

Apache St.

Pine St S

Admiral Pl

11th St S

21st St S

31st St S

41st St S

51st St S

61st St S

71st St S

Memo

rial D

r

Sheri

dan R

d

Yale

Ave

Harva

rd Av

e

Lewi

s AveUt

ica Av

e

Peori

a Ave

S. Ga

rnett

Ave

Mohawk Park

Turner

Turnp

ike

GREENWOOD

DOWNTOWN

GILCREASE HILLS

UNIVERSITYPARK

SUBURBANHILLS

TULSAINTERNATIONAL

AIRPORT

MINGOVALLEY

PEARL

KENDALL-WHITTIER

MIDTULSA

PATRICKHENRY

RIVERWEST

HELLERPARK

HOPEVALLEY

LAFORTUNEPARK PLAZA

WESTHIGHLANDS





DISTRICT BOUNDARY

SCHOOL LOCATIONS

169

169

44

44

64

64412

75

75

75

75

51

244

66th St N

56th St N 56th St N

Port Rd

36th St N

Apache St.

Pine St S

Admiral Pl

11th St S

21st St S

31st St S

41st St S

51st St S

61st St S

71st St S

Memo

rial D

r

Sheri

dan R

d

Yale

Ave

Harva

rd Av

e

Lewi

s AveUt

ica Av

e

Peori

a Ave

S. Ga

rnett

Ave

Mohawk Park

Turner

Turnp

ike

GREENWOOD

DOWNTOWN

GILCREASE HILLS

UNIVERSITYPARK

SUBURBANHILLS

TULSAINTERNATIONAL

AIRPORT

MINGOVALLEY

PEARL

KENDALL-WHITTIER

MIDTULSA

PATRICKHENRY

RIVERWEST

HELLERPARK

HOPEVALLEY

LAFORTUNEPARK PLAZA

WESTHIGHLANDS

OVERALL DOMAIN SCORESAGGREGATED BY CENSUS TRACT

One interesting example of how this data can be used is looking at where chronic absenteeism rates are highest across our city. Chronic absenteeism is defined as a student missing at least 10 percent of school days. Community partners, teams of leaders from Tulsa Public Schools, ImpactTulsa, and the City of Tulsa are already exploring areas for collaboration and key investments that can be made in neighborhoods to improve school attendance and in turn student outcomes.

9

The Opportunity Atlas, with its neighborhood-level estimates of

economic mobility, has gained attention across the country since

its release in late 2018.5 The Atlas follows 20 million Americans

from childhood to their mid-30s and traces their paths to affluence

or poverty back to the neighborhoods where the children grew up.

It’s a robust scorecard of where the American Dream is and isn’t

working. With these new data in hand, policymakers at all levels of

government—schools districts, counties, cities, states—are looking

for direction on where and how to intervene to improve economic

mobility for today’s youth.

As policymakers try to make use of the Opportunity Atlas, at least

two questions come to mind:

First, are the neighborhood conditions of the 1970s and 1980s similar

to the conditions we see today? Neighborhoods change over time—

sometimes quite a bit.

Second, if neighborhood conditions show disparities, what

specifically should be addressed on the ground?

The Child Equity Index (CEI) gives Tulsa a big head start on

answering these questions. The CEI has already done the hard work

of documenting the key neighborhood conditions that collectively

affect student outcomes. We find a strong relationship between

today’s CEI scores and the Opportunity Atlas’ neighborhood

mobility scores. Generally, neighborhoods with low CEI scores today

also show low economic mobility for children who grew up there

decades ago. And, today’s high CEI scoring neighborhoods generally

show better historic mobility rates. Those relationships don’t work

everywhere, and some neighborhoods have switched positions over

time. We have plenty to learn in those neighborhoods as well.

The bottom line: using current local data, the CEI provides an

important confirmation of the Opportunity Atlas and reveals

neighborhoods ready for investment. Furthermore, the CEI, built

on more than 40 neighborhood indicators, suggests where we should

start. Direct investments in schools are critical. But we will also find

important solutions in our housing, health care, human service,

and transportation systems. Pulling in these adjacent sectors is an

important part of ImpactTulsa’s work.

STUDENT CHRONIC ABSENTEEISM

169

169

44

44

64

64412

75

75

75

75

51

244

66th St N

56th St N 56th St N

Port Rd

36th St N

Apache St.

Pine St S

Admiral Pl

11th St S

21st St S

31st St S

41st St S

51st St S

61st St S

71st St S

Memo

rial D

r

Sheri

dan R

d

Yale

Ave

Harva

rd Av

e

Lewi

s AveUt

ica Av

e

Peori

a Ave

S. Ga

rnett

Ave

Mohawk Park

Turner

Turnp

ike

GREENWOOD

DOWNTOWN

GILCREASE HILLS

UNIVERSITYPARK

SUBURBANHILLS

TULSAINTERNATIONAL

AIRPORT

MINGOVALLEY

PEARL

KENDALL-WHITTIER

MIDTULSA

PATRICKHENRY

RIVERWEST

WESTHIGHLANDS

HELLERPARK

HOPEVALLEY

LAFORTUNEPARK PLAZA

Shading depicts geographic areas of student chronic absenteeism

THE CEI AND THE OPPORTUNITY ATLAS





DISTRICT BOUNDARY

SCHOOL LOCATIONS

169

169

44

44

64

64412

75

75

75

75

51

244

66th St N

56th St N 56th St N

Port Rd

36th St N

Apache St.

Pine St S

Admiral Pl

11th St S

21st St S

31st St S

41st St S

51st St S

61st St S

71st St S

Memo

rial D

r

Sheri

dan R

d

Yale

Ave

Harva

rd Av

e

Lewi

s AveUt

ica Av

e

Peori

a Ave

S. Ga

rnett

Ave

Mohawk Park

Turner

Turnp

ike

GREENWOOD

DOWNTOWN

GILCREASE HILLS

UNIVERSITYPARK

SUBURBANHILLS

TULSAINTERNATIONAL

AIRPORT

MINGOVALLEY

PEARL

KENDALL-WHITTIER

MIDTULSA

PATRICKHENRY

RIVERWEST

HELLERPARK

HOPEVALLEY

LAFORTUNEPARK PLAZA

WESTHIGHLANDS

10

AVERAGE DAILY ATTENDANCE OVER TIME

CHRONIC ABSENCE IN THE REGION

“The Continuous Learning and Improvement (CLI) model has pushed our school to consistently refine our practices by developing student-focused strategies with a personalized process that pairs sustainable interventions and ongoing student data monitoring. By collecting experiential data from students, families, and school staff, we were able to understand the hurdles that negatively affect attendance rates. From there, we worked with the community to design strategies and interventions tailored to the needs of students and families.”

LINDSEY JOHNSON – BROKEN ARROW PRINCIPAL

ADA FOR OKLAHOMA AND TULSA AREA

FY 20

19

FY 20

15

FY 20

18

FY 20

17

FY 20

16

93%

94%

95%

TULSA AREA STATE

83%

83%

82%

83%

83%

84%85%

83%

84%81%

ADA FOR OKLAHOMA AND TULSA AREA

FY 20

19

FY 20

15

FY 20

18

FY 20

17

FY 20

16

93%

94%

95%

TULSA AREA STATE

83%

83%

82%

83%

83%

84%85%

83%

84%81%

FAY STUDENTS CHRONICALLY ABSENT

2018–2019

13.4%

Attendance

WHAT THE DATA SAYAverage Daily Attendance (ADA) provides a high-level overview of attendance

patterns by identifying the share of students that show up for school on the

average day. By this measure, the region’s schools have underperformed relative

to the statewide average since at least 2014-15 and have demonstrated a slight

downward trend since then compared to the state.

But the seemingly high ADA levels and relatively small changes from year to year

miss a critical part of the story, namely, the prevalence of students with serious

attendance problems. To capture this information, schools and districts in many

states now calculate the share of students missing at least ten percent of school

days, the chronic absenteeism rate.

WHY IT MATTERSRegular attendance lies at the core of success for students and schools. Research shows that absenteeism is an early warning indicator for both low achievement and dropping out. ImpactTulsa has found that kindergarten attendance affects later school engagement and attendance. When children are consistently present in the classroom, they are a part of a greater learning community that ensures their success. By prioritizing school attendance, parents can ensure that their

children are academically successful, socially developed and community minded.

By creating and using a predictive model for chronic absenteeism, ImpactTulsa has helped school leaders determine who is at risk of becoming chronically absent with 86% accuracy by the 20th day of school. ImpactTulsa has worked alongside principals, attendance teams, and school staff to put into practice nationally researched strategies brought to Tulsa by Hedy Chang with Attendance Works. We explored how to bring the conversation of attendance into parent-teacher conferences, form attendance teams, use data to inform tiered decisions, utilize success mentors, and address a variety of health-related needs of chronically absent students. Furthermore, ImpactTulsa worked closely with four school districts and over 200 school leaders to better understand the root causes of absenteeism at their sites through data analytics, continuous learning and improvement coaching, and collaborative action networks.

11

PRE-K ENROLLMENT, FALL 2013 TO SPRING 2019

PRE-K ENROLLMENT OVER TIME

AFRIC

ANAM

ERICA

N

0%

100%

WHI

TE

MUL

TIRAC

IAL

ALL S

TUDE

NTS

HISP

ANIC

ASIAN

/PA

CIFIC

ISLAN

DER

73%

82% 77% 77% 71% 68% 67%

NATIV

EAM

ERICA

N

PERC

ENTA

GE O

F 20

18-2

019

KIN

DERG

ARTE

NER

S W

HO

HAD

PRE

-K

GROWTH 2013-2014 — 2018-2019

10.0% 4.9% -5.6%8.4% 10.1% 8.0% 10.0%

2018-2019 NUMBER OF PRE-K STUDENTS

2,699 8868326,783 3881,598 365

GROWTH IN ESTIMATED PRE-K ENROLLMENT %

399 MORE STUDENTS WERE IN PRE-K IN 2018-2019 THAN IN 2012-2013

ESTIMATED PRE-K ENROLLMENT % (NEW, GOAL TBD)

2014

–201

5

2017

–201

8

2019

–202

0

2020

–202

1

2021

–202

2

2022

–202

3

2023

–202

4

2024

–202

5

2013

–201

4

2018

–201

9

2015

–201

6

2016

–201

7

ESTI

MAT

ED %

OF

STUD

ENTS

WH

O A

TTEN

DED

PRE-

K

KINDERGARTEN YEAR

76%GOAL

60%

65%

70%

75%

80%

TULSA AREA TULSA GOAL STATE

76%77%

78% 78%76% 76%

65%

69% 70%71% 72%

73%

Pre-K Enrollment

WHAT THE DATA SAYOverall enrollment rates have increased every year since 2013, with recent increases

of about one percentage point per year and slightly larger gains among African

American, multiracial, and white populations.6 Only the Asian/Pacific Islander

population had a lower enrollment rate in 2018 than in 2013, but this group

continues to have a relatively high enrollment rate overall. These trends reflect

region-wide efforts to improve pre-K outreach and enrollment.

Growth in enrollment rates will likely slow in the coming years, as the state is

already a nationwide leader and children from families choosing private schools

or whose parents prefer to keep them at home comprise an ever-larger share of

children not already enrolled in public programs.

WHY IT MATTERSOpportunity gaps, perpetuated by systemic inequities by income and race/ethnicity,

begin to form in the earliest years of a child’s life.8 Eliminating gaps requires early

childhood interventions such as high-quality pre-K. Tulsa and Oklahoma are

nationally recognized for their pre-K programming, and a growing body of evidence

suggests enrollees will be better prepared for kindergarten, will gain critical social

skills, and will complete high school at higher rates.9

One example of successful outreach efforts is ImpactTulsa’s partnership with The Power of Families Project to successfully bring community members together to serve as trusted messengers about pre-K opportunities. The team of Promotoras, advocates from the community that work in and with the community, canvassed neighborhoods to share information with families about Pre-K enrollment which increased enrollment in target zip code areas.

“The goal of The Power of Families Project (POF), is to remove the unique barriers that impede community engagement and school readiness among Tulsa’s Hispanic/Latinx families, with a focus on Spanish-speaking, vulnerable and isolated families. We were proud to partner with ImpactTulsa as families were excited to hear this information from a trusted source and community member which helped increase enrollment. In addition, our team of Promotoras were empowered to be engaged as part of the solution in providing opportunities to their community.”

MARIA ELENA KUYKENDALL – POWER OF FAMILIES

OKLAHOMA IS RANKED FOURTH IN THE NATION AS A LEADING STATE IN PROVIDING UNIVERSAL PRE-K ACCESS.7

ESTIMATED PRE-K ENROLLMENT % (NEW, GOAL TBD)

2014

–201

5

2017

–201

8

2019

–202

0

2020

–202

1

2021

–202

2

2022

–202

3

2023

–202

4

2024

–202

5

2013

–201

4

2018

–201

9

2015

–201

6

2016

–201

7

ESTI

MAT

ED %

OF

STUD

ENTS

WH

O A

TTEN

DED

PRE-

K

KINDERGARTEN YEAR

76%GOAL

60%

65%

70%

75%

80%


76%77%

78% 78%76% 76%

65%

69% 70%71% 72%

73%

Third-Grade English Language Arts

WHAT THE DATA SAY2019 third-grade English Language Arts (ELA) proficiency rates returned to levels

seen in 2017 following a dip in 2018 attributable (at least in part) to the 10-day

school closure that immediately preceded that year’s ELA assessment.10 While this

rebound is encouraging, the region and state nonetheless remain among the bottom

tier of states in elementary school ELA performance.

Rates for all racial subgroups except two returned to their 2017 rates; rates for

African American and multiracial students fell just shy and remain far below the

rates for white, Asian/Pacific Islander, Native American students. Only about 15

percent of subgroups with IEPs and ELL status meet the state’s proficiency level.

Twenty-two percent of third graders with economic disadvantage are proficient,

with disparities compounded by race and ethnicity: 12 percent of low-income

African American third graders versus 37 percent of low-income Asian/Pacific

Islander students meet the proficiency level.

WHY IT MATTERSThird-grade ELA proficiency predicts subsequent educational success, including

the likelihood of high school graduation. Given that, the existence of a large and

persistent opportunity gap underscores the importance of improving outcomes

for all student populations. The opportunity gap is a byproduct of both economic

disadvantage and systems and structures in place that are producing racial and

ethnic inequalities. Boosting ELA proficiency across all groups, but especially

for the most underserved populations, is crucial for the future success of those

students as well as the broader Tulsa community and workforce.

Programs like Reading Partners work to support students in underserved communities master basic reading skills in partnership with community volunteers to provide individualized, personal literacy interventions.

12

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS

2017

/2018

2019

/2020

2020

/2021

2021

/2022

2022

/2023

2023

/2024

2024

/2025

2018

/2019

2015

/2016

2016

/2017

% P

ROFI

CIEN

T OR

ADVA

NCE

D

48%GOAL

20%

30%

40%

50%

509 MORE 3RD GRADERS PROFICIENT THAN LAST YEAR39%

33%

39%

36%

30%

36%


2018

–201

9

2016

–201

7

2017

–201

8

% P

ROFI

CIEN

T OR

ADVA

NCE

D

20%

30%

40% 39%

33%

39%

36%

30%

36%

TULSA AREA STATE

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS

509 MORE 3RD GRADERS PROFICIENT THAN LAST YEAR

“Our students showed increased academic growth last year with the help of Reading Partners as well as a greater love for reading. The social emotional learning gains our students have experienced from community mentorship are increased social awareness, self-management, relationship building and responsible decision making. Reading Partners is creating pathways of opportunity by helping students to become lifelong readers which intensifies the path of them becoming college and career ready.”

ELAINE BUXTON, TULSA PUBLIC SCHOOLS PRINCIPAL

13

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS 2018/19

WHI

TE

MULTI

RACIA

L

AFRIC

AN AM

ERICA

N

FEMA

LEMA

LE

NO IE

P IEP

NO EL

L

NOT E

CONO

MICA

LLY DI

SADV

ANTA

GED

ECON

OMICA

LLY DI

SADV

ANTA

GEDELL

ALL S

TUDE

NTS

HISP

ANIC

ASIAN

/PACIF

IC IS

LAND

ER

36%

50%43%

39% 38%

19%15%

40%33%

41%

15%

42%

14%

58%

22%

NATIV

E AM

ERICA

N

% P

ROFI

CIEN

T OR

ADVA

NCE

D

NUMBER OF TEST TAKERS

5,7073,6111,9597,3591,6527,6664,7134,6051,1442,0801,0147034033,9749,318

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS 2018–2019


2,323 126 307 386 311 158

1,651 277 396 628 1,769 986

PERCENTAGE PROFICIENT OR ADVANCED IN 3RD-GRADE ELA DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19

% P

ROFI

CIEN

T OR

ADVA

NCE

D

OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY

NATIV

EAM

ERICA

N

HISP

ANIC

ASIAN

/PA

CIFIC

ISLAN

DER

WHI

TE

MULTI

RACIA

L

AFRIC

ANAM

ERICA

N

NOT ECONOMICALLYDISADVANTAGED

ECONOMICALLYDISADVANTAGED

62.5%

31.6%

56.3%

36.8%

55.4%

27.0%

58.0%

25.3%

41.5%

15.6%

36.1%

11.7%

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS BY RACE AND ECONOMIC STATUS, 2018–2019

ELL= English Language Learner: A student whose primary or home language is other than English and who are eligible for services based on the results of an English language proficiency assessment.Source: Education Commission of the States

IEP= Individualized Education Program: A written document (developed collaboratively by parents and school personnel) which outlines the special education program for a student with a disability. This document is developed, reviewed and revised at an IEP meeting at least annually.Source: Oklahoma State Department of Education

14

Eighth-GradeMathematics

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH

2017

/2018

2019

/2020

2020

/2021

2021

/2022

2022

/2023

2023

/2024

2024

/2025

2018

/2019

2015

/2016

2016

/2017

% P

ROFI

CIEN

T OR

ADVA

NCE

D

30%GOAL

15%

20%

25%

30%

35%

135 MORE 8TH GRADERS PROFICIENT THAN LAST YEAR

22%

20%

23%23%

21%

23%


2018

–201

9

2016

–201

7

2017

–201

8

% P

ROFI

CIEN

T OR

ADVA

NCE

D

15%

20%

25%

22%

20%

23%

23%

21%

23%

TULSA AREA STATE

135 MORE 8TH GRADERS PROFICIENT THAN LAST YEAR

Eighth-Grade Mathematics

WHAT THE DATA SAYIn 2019, the overall share of eighth graders deemed proficient in math returned

to 23 percent, the same level seen in 2017. This mirrors the statewide trend, with

outcomes in the region remaining at about the statewide average.11 Oklahoma has

underperformed relative to the national average since the early 2000s.12 As with

third-grade ELA performance, disaggregating eight-grade math proficiency rates

reveals large disparities in outcomes for African American, Hispanic, and low-

income students, while rates for Asian/Pacific Islander students were the highest.

Among students with economic disadvantage, proficiency rates range from eight

percent for African American eighth graders to 30 percent for Asian/Pacific Islander

students. Proficiency for ELL students and students with an IEP also fall well below

the overall average.

WHY IT MATTERSAs technological progress accelerates in the world around us, math is an

increasingly important skill set for any career path students choose to enter. In

addition, math enhances students analytical skills and the ability to think critically

in understanding society. Alongside math skills, students also need to develop social

skills (abilities to communicate, negotiate and persuade) for a greater range of job

opportunities and stronger wage growth.13

Programs like the Tulsa Regional Stem Alliance’s Me and My Math Mentor highlight the impact of merging math and social skill development to provide Tulsa area students with unique learning opportunities.

15


104 2,324 357 325 295 175

162 1,258 436 351 1,360 764

PERCENTAGE PROFICIENT OR ADVANCED IN EIGHTH-GRADE MATH DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19

% P

ROFI

CIEN

T OR

ADVA

NCE

D


NATIV

EAM

ERICA

N

HISP

ANIC

ASIAN

/PA

CIFIC

ISLAN

DER

WHI

TE

MULTI

RACIA

L

AFRIC

ANAM

ERICA

N

66.3%

29.6%38.0%

16.2%

35.9%

13.8%

26.5%

11.4%

25.1%

12.1%16.0%

7.7%



PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH 2018/19

ASIAN

/PACIF

IC IS

LAND

ER

NATIV

E AM

ERICA

N

AFRIC

AN AM

ERICA

N

FEMA

LEMA

LE

NO IE

P IEP

NO EL

L

NOT E

CONO

MICA

LLY D

ISADV

ANTA

GED

ECON

OMICA

LLY D

ISADV

ANTA

GEDELL

ALL S

TUDE

NTS

HISP

ANIC

WHI

TE

23%

44%

30%24%

19%14%

9%

22% 24% 26%

4%

25%

2%

35%

13%

MULTI

RACIA

L

% P

ROFI

CIEN

T OR

ADVA

NCE

D


4,3313,5804647,4471,0636,8484,0463,8659391,6556767933,5822667,911

15

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH 2018–2019

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH BY RACE AND ECONOMIC STATUS, 2018–2019

“Me and My Math Mentor creates a pathway to opportunity for students by helping them get to know STEM professionals, experience mathematics that is social, team oriented, strategic, and inviting to become world class problem solvers through the number sense reinforcing platform of playing games. This program has increased math academic growth and reduced chronic absenteeism among student participants.”

XAN BLACK, TULSA REGIONAL STEM ALLIANCE

ELL= English Language Learner IEP= Individualized Education ProgramFull definition on page 13

HIGH SCHOOL GRADUATION RATES BY DEMOGRAPHIC GROUP

2017

–201

8

2019

–202

0

2020

–202

1

2021

–202

2

2022

–202

3

2023

–202

4

2024

–202

5

2018

–201

9

2013

–201

4

2016

–201

7

2015

–201

6

2014

–201

5

90%GOAL

80%

85%

90%

252 MORE STUDENTS GRADUATED IN 2018 THAN IF GRADUATION RATES REMAINED AT THE 2013 LEVEL


83% 83%82%

83%84%

85%

83%

83%

83%

84%

81%

TULSA TECH SECONDARY STUDENT ENROLLMENT (FULL-TIME), 2013-2019

TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019

2013

-2014

2014

-2015

2015

-2016

2017

-2017

2018

-2019

1,954

2,123

1,833

2,073

1,94720

17-20

181,955


2013

-2014

2014

-2015

2015

-2016

2017

-2017

2018

-2019

3,8654,148

3,8283,5243,286

2017

-2018

4,121

TULSA TECH SECONDARY ENROLLMENT (FULL-TIME) 2013-2019

2013

-2014

2014

-2015

2015

-2016

2017

-2017

2018

-2019

1,954

2,123

1,833

2,073

1,947

2017

-2018

1,955


2013

-2014

2014

-2015

2015

-2016

2017

-2017

2018

-2019

3,8654,148

3,8283,5243,286

2017

-2018

4,121

TULSA TECH SECONDARY ENROLLMENT (FULL-TIME) 2013-2019

16

GRADUATION RATE OVER TIME

40%

100%

AFRIC

ANAM

ERICA

N

ECON

OMICA

LLYDI

SADV

ANTA

GED

NATIV

EAM

ERICA

N

HISP

ANIC

WHI

TE

ALL S

TUDE

NTS

NOT E

CONO

MICA

LLYDI

SADV

ANTA

GED

ASIAN

/PACIF

ICISL

ANDE

R

MULTI

RACIA

L

NO IE

P IEP

NO EL

L

ELL

GRAD

UATI

ON

RAT

E 20

17-2

018

GROWTH IN GRADUATION RATE 2013-2014 — 2017-2018

4.0% 2.3% -2.8% 8.0% 2.6% 10.8% 6.0% 2.0% 9.1% N/A N/A N/A N/A

2017-2018 COHORT SIZE

1,099 3,416833 1,3218,370 8253,959 4,954333 7,217 1,153 8,013 357

85%89% 87% 86% 83%

81% 81%

91%

77%

87%

77%

87%

58%

GRADUATION RATE BY DEMOGRAPHIC SUBGROUP

High School Graduation

WHAT THE DATA SAYThe on-time, four-year graduation rate rose from 83 to 85 percent from 2015 to

2018. The increase was driven by increases across racial and income subgroups.

Hispanic, Native American, and White students experienced increases of three

percentage points each between 2017 and 2018. Multiracial students experienced

the smallest increase (less than one percentage point). Large completion

gaps persist, however. Hispanic and African American high schoolers have the

lowest graduation rates (both 81 percent) compared to their counterparts.

Men graduate on time at lower rates than women, and lower income students

graduate on time at lower rates than students with higher incomes.14

The region’s high school graduation rate remains close to the U.S. average,

a strong finding given the region’s relatively lower performance in middle

school math.

College/Career Readiness

SAT and ACT results from across the region indicate about 36 percent of the

region’s 11th graders are ready for college-level work in ELA, and 27 percent

are ready for college math. The findings—stronger performance in language

than math—mirror the 3rd and 8th grade test results. Subgroup analyses

reveal striking opportunity gaps and deep systemic disparities particularly

in comparison to the smaller (but still important) disparities in high school

graduation rates. For example, only 5 percent of low-income African American

students are ready for college math compared with 45 percent of middle- and

upper-income white students.

On a better note, high school concurrent enrollment in community college and

technical education centers made a big jump in the last year, with 2,123 students

concurrently enrolled at Tulsa Community College (TCC)15 and 4,148 students

enrolled at Tulsa Tech in 2018-19.16

Concurrent enrollment at TCC gives students a head start on becoming prepared for college, provides an introduction to the higher demands of college-level courses, and allows students an early pursuit of their higher education, career, and professional aspirations. The programming at Tulsa Tech helps address a well-recognized technical skills shortage and puts students on a path to well-paying opportunities in the skilled trades.

IN 2018, 252 MORE STUDENTS GRADUATED THAN IN 2013.

PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN MATH AND ENGLISH LANGUAGE ARTS, 2019

PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN MATH, 2019

PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN ENGLISH LANGUAGE ARTS, 2019

WHY IT MATTERSHigh school graduation is a minimum requirement for students aspiring

to earn a middle class income. As of November 2019, the unemployment

rate for adults without a high school degree is still 5.3 percent—1.5

percentage points higher than the rate for high school graduates and

more than twice the unemployment rate for college graduates (2.0

percent).17 High school dropouts have also seen relatively slow wage

growth since the early 1990s.18 Economists and technologists foresee an

acceleration of technological progress in coming years through artificial

intelligence, machine learning, and robotics. Technology will replace

more routine work, which could further hurt the job prospects for adults

without a high school diploma. Boosting college and career readiness is

an imperative as the region continues to advance postsecondary entry

and completion.

Union’s Career Connect program partners with local business and community leaders to offer job shadowing, apprenticeships, and internships in addition to their concurrent enrollment offerings. This real-world work experience allows students to learn from industry experts to make more educated decisions for themselves while in high school regarding postsecondary aspirations.

1%

39%

6%

40%

32%

36%

49%

37%

36%

35%

19%

15%

40%

50%

21%

PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS, 2018/19 BY DEMOGRAPHICS – MATH AND ELA

% PROFICIENT OR ADVANCED


WHITE

ALL STUDENTSMATH

ELA

MULTIRACIAL

27%

38%

38%

28%

NATIVE AMERICAN 25%

HISPANIC 14%

AFRICAN AMERICAN 7%

FEMALE 26%

MALE 29%

NO IEP 31%

IEP 4%

NO ELL 29%

ELL 3%


40%


14%


336 221

1,126 723



137

179

384

309

2,425

993

365

256

14.9%

MATH- OUTCOMES BY ECONOMIC STATUS AND RACE / ETHNICITY

% P

ROFI

CIEN

T OR

ADVA

NCE

D


NATIV

EAM

ERICA

N

HISP

ANIC

MULTI

RACIA

L

AFRIC

ANAM

ERICA

N

WHI

TE

44.9%

20.9%

ASIAN

/PA

CIFIC

ISLAN

DER

52.6%

26.3%

40.9%

12.0%

31.8%

16.4%

25.3%

10.8%4.7%


336 221

1,127 724

ELA OUTCOMES BY ECONOMIC STATUS AND RACE / ETHNICITY

% P

ROFI

CIEN

T OR

ADVA

NCE

D


HISP

ANIC

AFRIC

ANAM

ERICA

N



137

179

ASIAN

/PA

CIFIC

ISLAN

DER

54.0%

24.6%

384

309

MULTI

RACIA

L

45.6%

22.7%

33.0%

14.6%

26.7%

11.3%

2,427

994

WHI

TE

55.5%

32.8%

365

256

NATIV

EAM

ERICA

N

42.7%

25.4%

17

ELL= English Language Learner IEP= Individualized Education ProgramFull definition on page 13

“Through this real world experiential learning program, students gain a sense of purpose, and can plan their path forward with a deep understanding about the career options they have available to them. All students in Career Connect gain soft skills and build professional relationships that will serve them well, now and in their future.”

JENNY FLOWER, UNION CAREER CONNECT

Postsecondary Entry and Completion

WHAT THE DATA SAYMost students require some form of financial aid to attend college.

Completing the FAFSA is the necessary first step towards accessing

institutional, state, and federal support for postsecondary education.

The region has sustained a substantial increase in FAFSA completions

after 2015-16, the result of region wide efforts to boost the number

of high school students that have completed the FAFSA by the time

they graduate. Due in part to the region’s higher graduation rate and,

hence, increasing number of high school graduates, the overall FAFSA

completion rate remains essentially unchanged relative to 2013-14 after

slight declines in 2016-17 and 2017-18.

The in-state, first-time college-going enrollment remains unchanged,

staying at 53 percent during 2018-2019. This represents the share of

Tulsa area high school graduates who enroll in Oklahoma public and

private universities and colleges. The unchanged rate at 53 percent

is seemingly good news. The region—like the state—has seen a

consistent decline in enrollments among recent high school completers

between 2014 and 2017, with rates for the Tulsa region slightly edging

up during 2017-2018.

While the slight increases in rates of college enrollment for the

FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019

FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019

4,300

4,500

4,100

3,900

80%

60%

50%

2015

2016

2017

NUM

BER

OF FA

FSAS

COM

PLET

ED

PERC

ENTA

GE O

F ENR

OLLE

DSE

NIOR

S CO

MPL

ETIN

G FA

FSA

2018

2019

2020

2021

2022

2023

2024

COMPLETION RATE TULSA GOALCOMPLETIONS

58% 57%

61% 60%58%

70%GOAL

18

PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLING IN OKLAHOMA COLLEGES, 2013-2019

PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLING IN OKLAHOMA COLLEGES, 2013-2019

2017

–201

8

2019

–202

0

2020

–202

1

2021

–202

2

2022

–202

3

2023

–202

4

2024

–202

5

2018

–201

9

2013

–201

4

2016

–201

7

2015

–201

6

2014

–201

5

57%GOAL

40%

50%

60%


57% 56%55%

52%53% 53%

52%

49% 49%

47%46%

OF THE STUDENTS WHO ENROLL IN COLLEGE, A SIGNIFICANT PORTION TAKE ONE OR MORE REMEDIATION COURSES. IN 2017-18, 42% OF THE STUDENTS FROM THE TULSA REGION AND 37% OF THE STUDENTS FROM THE STATE REQUIRED REMEDIATION.

region have been positive, rates for participation in developmental education courses

and remediation presents a more nuanced picture. Forty-two percent of Tulsa

area graduates were required to participate in a developmental education course

(remediation) in their first year enrolled at an Oklahoma college during 2017-2018.

This rate is higher than the state’s average of 37 percent. These rates are concerning

and coupled with the low SAT/ACT outcomes in ELA and Math, they emphasize that

improving college and career preparedness must be a high priority for the region.

College enrollment and remediation rates in Oklahoma give us much needed

information for measuring our collective progress providing postsecondary

opportunities. However, the picture is incomplete, missing information on students

who attend public and private institutions outside of Oklahoma. Gaining access to

National Student Clearinghouse’s unique national student data and resources is a

goal for the entire region. Having this information will provide a more comprehensive

understanding of student pathways and college outcomes that ultimately contribute to

student success.

WHY IT MATTERSTechnological progress will drive a continual increase in demand for high-skilled

labor in Tulsa, across the country, and around the world. Fostering and supporting

postsecondary ambitions of the region’s youth, particularly among economically

disadvantaged students and students of color, will serve both to develop a globally

competitive workforce and to improve economic opportunity for historically

underserved populations.

“Tulsa Community College (TCC) has acknowledged that reflective connections to real life are what will help our students find the pathways to success that keep them engaged.

TCC will continue to strive for excellence as we lean on our faculty, community connections, and the diversity of expertise through the College and our Tulsa community to bring innovative approaches to support our students.”

DR. DEWAYNE DICKENS, TULSA COMMUNITY COLLEGE

19

Call to ActionOur collective impact journey started six years ago with a strong

belief that our education improvement work had to move beyond

the schoolhouse. We hypothesized that if young Tulsans were going

to reach their full potential, the neighborhoods and communities

around the schools would have to improve as well. We were ahead

of the times.

Since then, science has confirmed our beliefs. Groundbreaking, big

data analyses show that neighborhood conditions, including school

quality, affect the long-term trajectories and earnings of the children

who grow up there. Communities across the country are waking up

to their local realities and launching work like ours.

Ask the experts who unlocked these findings what we should

do next, and their answers aren’t fully developed. They suggest

promising directions but admit that we’re in an era of data-driven

discovery. We have been here before. Much like Tulsa advanced the

nation’s understanding about the importance of pre-kindergarten

interventions, the region is positioned as a leader of this economic

mobility work.

So, the work continues with deeper conviction and a sharper focus.

We don’t just believe broad community engagement is required to

improve outcomes for the next generation of Tulsans. We know it.

And here’s a call to action:

To the teachers who sit at the heart of this work, please know that

you’re valued and that you are not alone. This community has

declared itself collectively responsible for the educational outcomes

of our children, and we stand with you.

To our partners in the healthcare, human service, civic and other

adjacent sectors, recognize that each of you holds keys—some small,

some large—to better lifetime outcomes for children. This work will

push you into unconventional, unfamiliar roles. Embrace them.

To the business community, this era of data-driven discovery needs

your sustained engagement and strategic insight. This is classic

Research & Development, and we need your leadership. Our youth

would also benefit from as many internships, mentorships, and

informational interviews as you can offer. Opportunity stems, in

part, from connections and networks. Be generous in creating and

sharing them.

And to our funders, be patient. The experts on economic mobility

are quick to admit how much they don’t know, and this work involves

trial and error. Keep us connected to the experts, and we will learn

with them.

As for us at ImpactTulsa, we commit to use our partners’ time and

resources productively, moving this work forward, and keeping racial

equity at forefront. This is among the most important work in the

region, and we are honored to share it with you.

20

CITATIONS

1. U.S. Census Bureau. (2019). 2013 and 2018 American Community Survey 1-year Estimates. Retrieved from https://data.census.gov/cedsci/

2. Oklahoma State Department of Education. (2019). State public enrollment totals. Retrieved from https://sde.ok.gov/documents/2014-02-13/state-studentpublic-enrollment-2013

3. National Education Association. (2019). Rankings of the States 2018 and Estimates of School Statistics 2019. Retrieved from http://www.nea.org/assets/docs/2019%20Rankings%20and%20Estimates%20Report.pdf

4. Oklahoma State Department of Education. (2019). Emergency Certifications. Retrieved from https://sde.ok.gov/documents/2017-09-13/emergencycertifications

5. Opportunity Insights. (2019). The Opportunity Atlas: Mapping the Childhood Roots of Social Mobility. Retrieved from https://www.opportunityatlas.org/

6. Oklahoma State Department of Education. (2019). State public enrollment totals. Retrieved from https://sde.ok.gov/documents/2014-02-13/state-studentpublic-enrollment-2013

7. National Institute for Early Education Research. Retrieved from http://nieer.org/wp-content/uploads/2019/08/YB2018_Full-ReportR3wAppendices.pdf

8. The Campaign for Grade-Level Reading. (2016). School Readiness. Retrieved from http://gradelevelreading.net/our-work/school-readiness White House Council of Economic Advisors (December 2014). The Economics of Early Childhood Investments. Figure 3.

9. National Education Association. Research on Early Childhood Education. Retrieved from http://www.nea.org/home/18226.htm

10. Oklahoma State Department of Education. State Summary Reports. Retrieved from https://sde.ok.gov/assessment-administrator-resources-administrators

11. Ibid

12. National Center for Education Statistics. (2018). NAEP Assessment Data. Retrieved from https://nces.ed.gov/nationsreportcard/data/

13. Deming, David. (May 2017). The Growing Importance of Social Skills in the Labor Market. Harvard University. Cambridge, MA.

14. Oklahoma State Department of Education. Oklahoma Public School Graduation Rates. Retrieved from https://sde.ok.gov/documents/2015-09-25/oklahomapublic-school-graduation-rates

15. Tulsa Community College. (2019). End-of-Term Enrollment Comparison Report-Spring Unduplicated Totals. Retrieved from http://ira.tulsacc.edu/sites/default/files/u16/EndofTermEnrollComparisonSpring2019.pdf.

16. Oklahoma Department of Career and Technology Education, Information Management Division. (2016). Tulsa Technology Center Profile. Retrieved from https://tulsatech.edu/wp-content/uploads/2018/03/Tulsa_2016.pdf Additional data provided by Dr. Sue Lee Director of Institutional Research, Tulsa Tech.

17. U.S. Bureau of Labor Statistics. (2019). Unemployment rates for persons 25 years and older by educational attainment. Retrieved December 19, 2019, from https://www.bls.gov/charts/employment-situation/unemployment-rates-for-persons-25-years-and-older-by-educational-attainment.htm

18. U.S. Bureau of Labor Statistics. (2018). ECONorthwest Analysis, Labor Force Statistics from the Current Population Survey. From https://www.bls.gov/cps/earnings.htm

21

ImpactTulsaPO Box 4108 Tulsa Oklahoma [email protected]

www.impacttulsa.com

© ImpactTulsa 2019

ImpactTulsa

907 S. Detroit Ave., Suite 1100BTulsa, OK 74120

[email protected]

www.impacttulsa.com

© ImpactTulsa 2020

IMPACTTULSA LEADERSHIP COUNCIL 2019

IMPACTTULSA STAFF

Alison Anthony President and CEO, Tulsa Area United Way

Keith Ballard Professor, Educational Leadership and Policy Studies, OU-Tulsa

Stacey Butterfield Superintendent, Jenks Public Schools

GT Bynum* Mayor, City of Tulsa

Gerard Clancy President, The University of Tulsa

Bruce Dart Executive Director, Tulsa County Health Department

Adam Doverspike 2019 Chair, TYPros

Janet Dunlop Superintendent, Broken Arrow Public Schools

Jeff Dunn President, Mill Creek Lumber & Supply

Sherry Durkee Superintendent, Sand Springs Public Schools

Pamela Fry President, OSU-Tulsa

Deborah Gist Superintendent, Tulsa Public Schools

Leigh Goodson President and CEO, Tulsa Community College

David Greer Chief Program Officer, Project Lead the Way

Justin Harlan Executive Director, Reading Partners

Kirt Hartzler Superintendent, Union Public Schools

Kim Johnson CEO, Tulsa City-County Library

Karen Kiely Executive Director, Community Action Project

Ken Levit Executive Director, George Kaiser Family Foundation

Marla Mayberry Chief Operating Officer, Sweet Adelines International

Tom McKeon President Emeritus, Tulsa Community College

Marc Maun EVP - Chief Credit Officer, BOK Financial

Frank Murphy Executive Chairman, Genisys Controls

Mike Neal President and CEO, Tulsa Regional Chamber

Ray Owens Pastor, Metropolitan Baptist Church

Brian Paschal President and CEO, Foundation for Tulsa Schools

John Schumann President, OU-Tulsa

Stacy Schusterman Chairman, Samson Energy Company, LLC

Ben Stewart Program Officer, George Kaiser Family Foundation

Steve Tiger CEO and Superintendent, Tulsa Technology Center

Annie VanHanken Senior Program Officer, George Kaiser Family Foundation

Ricki Wimmer CEO, YMCA of Tulsa

Carlisha Williams Bradley, MPA Executive Director

Darla Liggins, M. Ed. Senior Director of Strategy & Operations

Jessica Smith, M.S. Ed. Senior Director of Education and Collaborative Action

Delia Kimbrel, M.A., Ph.D. Director of Research & Analysis

Laura Latta, M.Ed.; Ph.D. Director of Postsecondary Partnership & Research

Andrea Stacy Director of School District Support

Lauren Thiesse, MPA Director of Continuous Learning and Improvement

Dan Botting, MAE, MPP Senior Data Analyst

Curcio Smith Continuous Learning and Improvement Coordinator

Vanessa Dinh-Nguyen Administrative Assistant

SINCE OUR FOUNDING IN 2014, OUR WORK HAS BEEN MADE POSSIBLE BY THE GENEROUS SUPPORT OF:

*Leadership Council Chair, ImpactTulsa

FW MURPHYFamily Foundation

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