2014 CENTRAL TEXAS EDUCATION PROFILE E 3 Alliance

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1 2014 CENTRAL TEXAS EDUCATION PROFILE

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3 Join us for a broader discussion Tweet your thoughts, questions and insights to: 3

4 Central Texas Education Profile The most comprehensive regional view of education trends and outcomes in the state, including data and information about: Early childhood education K-12 enrollment, attendance, and student achievement High school graduation College and career readiness Higher Education enrollment, persistence, and completion Available for download now at E3Alliance.org under What s Happening 4

5 Overview PK-12 and Higher Education Profile Outcome data presentations and discussion 1. School Readiness 2. ELL Student Success 3. Higher Education Enrollment and Persistence 5

6 PK-12 and Higher Education Profile Shawn Thomas Director of Research and Policy 6

7 Central Texas Early Education Through Grade 12 Enrollment, Number of Schools Number of Students 35 Independent School Districts , Charter Organizations 43 11,296 Total ,354 Source: E 3 Alliance analysis of Texas Education Agency TAPR data 7

8 Central Texas Income Distribution by School 10 Years Ago Source: E 3 Alliance analysis of Texas Education Agency AEIS data E Alliance, E 3 Alliance

9 And District Income Distribution Last Year Source: E 3 Alliance analysis of Texas Education Agency TAPR data E Alliance, E 3 Alliance

10 Central Texas ELL Enrollment, by School District 10 Years Ago Source: Texas Education Agency AEIS/TAPR data E 3 Alliance,

11 Central Texas ELL Enrollment, by School District Last Year Source: Texas Education Agency AEIS/TAPR data E 3 Alliance,

12 And District Income Distribution Last Year Source: E 3 Alliance analysis of Texas Education Agency TAPR data E Alliance, E 3 Alliance

13 Teachers with Least Experience in Poorest Districts Source: Texas Education Agency AEIS/TAPR data E 3 Alliance,

14 More Teachers with Advanced Degrees in Urban Areas Source: Texas Education Agency AEIS/TAPR data E 3 Alliance,

15 About Half of CTX students Enrolling in Postsecondary in CTX Enter 4-Year Institutions Top 7 Institutions of Higher Education Serving Central Texas, Central Texas HS Class of 2012 Enrollment College or University 2-Year Institution 4-Year Institution Austin Community College 3,213 Texas State University at San Marcos 853 University of Texas at Austin 819 Texas A&M University 545 University of Texas at San Antonio 439 Texas Tech University 395 Blinn College 276 TOTAL= 3,489 3,051 Note: An additional 2,794 enrolled in other Texas Higher Education 2- or 4 year Institutions. Source: E 3 Alliance analysis of THECB data at the UT Education Research Center 15

16 Half of Central Texas High School Graduates Enrolled In Higher Education Within the Central Texas Region Central Texas High School Graduates Enrolled in Higher Education Institutions, By Location of Institution, High School Class of 2012* Out of State Institution 7% Regional 2-Year Institution 32% Regional 4-Year Institution 19% Out of Region Institution 42% Source: E 3 Alliance analysis of high school graduation and higher education enrollment data at the UT Austin ERC and NSC data *Out-of-state enrollment estimated from rates 16

17 Discussion What part of this story resonated the most for you? What was the biggest surprise? What are the best ways our region can support its changing student population? 17

18 What part of this story resonated the most for you? Resonates: Districts East I-35 have the most ELL students and teachers w/out advanced degrees. This has note changed for decades! Common misconception about the wealth of the region: Of the 90k new students over the last decade, 66K were economically disadvantaged Surprised how many CTX high school graduates are staying in CTX to attend higher ed 18

19 What are the best ways our region can support its changing student population? Hands-on training for teachers in the field and struggling with these demographics changes today vs. obtaining an advanced degree Ensure we have the right training for teachers Partnerships: Schools working with universities on Masters of teaching, teacher development. (DV and TX State. HT, ACC, Tarrant County MOU) 19

20 What are the best ways our region can support its changing student population? Legislature should increase funding for disadvantaged students (adjustments in formula funding have not been made for many years) Start early getting students Kindergarten Ready More benchmarking what schools are getting it right and can we learn from them? 20

21 School Readiness Laura Koenig Director of School Readiness 21

22 Impact of School Readiness Higher test scores Improved social skills Better classroom behavior Less grade repetition Fewer special education placements Greater graduation rates Increased productivity Reduced crime 22

23 Measuring School Readiness Ready,Set,K! Developed in Central Texas Community Baseline Using Sample data Representing the nearly 25,000 Kindergarten students in the region 23

24 Just Over Half of Central Texas Students Are Ready to Succeed in School Kindergarten Readiness, Central Texas, to Not Ready 47% Ready 53% Source: E3 Analysis of TAPER Enrollment Data

25 Percentage of Kindergartners Fewer Low Income Students Kindergarten Ready 100% Kindergarten Readiness, Central Texas, 2010 to % 60% 66% 40% 42% 20% 0% Low Income Source: E3 Analysis of Ready, Set, K! weighted data Non-Low Income 25

26 Percentage Kindergartners Pre-K Better Than No Pre-K 100% Kindergarten Readiness for Low-Income Students, Central Texas 2010 to % 60% 40% 47% 20% 20% 0% Home or with Relative District Pre-K E3 Analysis of Ready,Set,K! weighted data 26

27 % Low Income Kindergartners More Low Income Children Kindergarten Ready Over Time*, Among Children from District Pre-K 100% Kindergarten Readiness for Low Income Children Who Attended District Pre-K, 2010 to % 2020 School Readiness Objective for All Children = 70% 60% 40% 42% 46% 50% 51% 20% 0% *p <.01 E3 Analysis of Ready, Set, K! weighted data 27

28 % Readiness on Ready, Set, K! Greatest School Readiness for Eligible Students with Full Day Pre-K and Low Student-Teacher Ratio 100% Kindergarten Readiness by Amount of Instruction and Student-Teacher Ratio 80% 60% 62% 65% 61% * 69% 40% 20% 0% Half Day, > 15 students Half Day, <= 15 students * Greater readiness than the other groups, p <.005 Source: E3 analysis of Central Texas Ready, Set, K! data from to Pre-K Type Full Day, > 15 students Full Day, <= 15 students 28

29 3 out of 4 Low Income Children Attend District Pre-K Central Texas Low Income Students in Year Prior to Kindergarten 9% 3% 13% Home or w/ Relative ISD Pre-K Child Care Center Head Start 74% E3 Analysis of Ready,Set,K! weighted data , Central Texas 29

30 Discussion What part of this story resonated the most for you? What was the biggest surprise? What contributed to the consistent growth in the rates of readiness for low income children who attended Pre-K? What can the region do to further increase school readiness for low-income children? 30

31 What part of this story resonated the most for you? Surprised that only 2/3 of our NON low income students are kindergarten ready Impact on non-district programs, have you decreased the capacity for serving younger children by more 4 year olds going to public schools? Interesting that Full day Pre-K is not enough, student/teacher ratio is also very important to achieving at higher levels 31

32 What can the region do to further increase school readiness for low-income children? Marketing campaign, improve parenting skills of parents with children in need Reallocating money for further investment in early years, avoiding cost of future interventions Ask the parents who are motivated if they would be advocates and accompany other parents to enroll their children (what are the incentives that work?) Do we have the capacity in our schools to enroll the ~2K of 4 year olds who are eligible for Pre-K but not attending? 32

33 ELL Student Success Molly Young Director of Student Success 33

34 English Language Learners in Texas There are 864,682 ELLs in Texas (2013) 17% of total Texas enrollment 91% of Texas ELLs speak Spanish ( ) Over 120 languages are spoken in Texas schools ( ) 59% of ELLs in secondary grades were born in the US Source: National Center for Education Statistics; US Census Bureau American Community Survey; US Department of Education 34

35 Number of Students 7,000 Enrollment of ELLs Decreases after 5 th Grade English Language Learner Enrollment, Grades PK-12 Central Texas, ,000 5,000 4,000 3,000 2,000 1,000 0 PK KG Grade Source: E 3 Alliance analysis of Texas Education Agency PEIMS Standard Reports 35

36 Percent of ELLs 100% More Than Half of English Language Learners are in Bilingual Programs ELL Students by Language Program, ,638 47,994 80% 21, ,792 60% 40% Other ESL Bilingual 20% 29, ,896 0% Central Texas Source: E 3 Alliance analysis of Texas Education Agency PEIMS Standard Reports Texas 36

37 % Low Income Students Met Standard on STAAR Low Income Former ELL Students Perform on Par or Better than Low Income Non ELL Peers 100% Low Income ELL and Non ELL 8th Grade STAAR Reading Met Standards Rate, % 60% 40% 20% 0% Current ELL Never Non ELL Prev ELL - Year 1 Source: E 3 Alliance analysis of data at the UT Austin Education Research Center Prev ELL - Year 2 Prev ELL Year >2 37

38 % Low Income Students Met Standard on STAAR Low Income Former ELL Students Perform on Par or Better than Low Income Non ELL Peers 100% Low Income ELL and Non ELL 8th Grade STAAR Reading Met Standards Rate, % 60% 40% 20% 0% Current ELL Never Non ELL Prev ELL - Year 1 Source: E 3 Alliance analysis of data at the UT Austin Education Research Center Prev ELL - Year 2 Prev ELL Year >2 38

39 Percent of Cohort 100% 80% 60% More than 1 in 4 ELLs in Secondary Does Not Graduate on Time High School Graduation Rates, Central Texas, Class of Blueprint Objective 73% 90% 40% 20% 0% ELL Non ELL Source: E 3 Alliance analysis of data at the UT Austin Education Research Center 39

40 Number of Campuses Bright Spots Schools in Central Texas 30 Bright Spots Schools, Mathematics and English Language Arts, Central Texas, 2012 STAAR Data Mathematics English Language Arts Source: E 3 Alliance analysis of data at the UT Austin Education Research Center Elementary Middle High 40

41 Discussion What part of this story resonated the most for you? What was the biggest surprise? How much of an issue for Central Texas is the disparity in outcomes for ELL and non-ell students? What are some strategies that we can amplify to improve ELL outcomes at the secondary level? 41

42 What part of this story resonated the most for you? Surprised to see 59% of ELLs in secondary schools were born in the U.S. Thought there would be more ELL students that graduate in four years! 1:4 ELL students not graduating on time, what do we know about them? How do long term outcomes for students in ESL programs compare to students in Bilingual programs? 42

43 What was the biggest surprise? No surprise that successful ELL students outperform their peers who were never ELL: Many ELL parents value education, parents are engaged, hardworking students, value what school can bring. Disengaged parents of poor students are who we need to worry about how to get them engaged? 43

44 How much of an issue for Central Texas is the disparity in outcomes for ELL and non-ell students? Look into more dual generation literacy programs (for students and parents simultaneously) Language instruction children receive during school day is insufficient, need additional programs, support after school & during summer Makes a difference what the children hear What is the long term performance of English speakers who are in dual language programs? 44

45 Higher Education Enrollment and Persistence Hannah Gourgey Vice President of Strategic Alignment 45

46 Percent of Graduates Enrollment Rates for Low Income HS Grads Increased 100% Percent of Central Texas HS Graduates Enrolled in Texas Higher Ed Institutions Within One Year, by Income Status 80% 60% 65% 67% 69% 68% 68% 67% 68% 67% 40% 39% 40% 41% 44% 46% 47% 48% 46% 20% 0% High School Graduating Class Low Income Not Low Income Source: E 3 Alliance analysis of high school graduation and higher education enrollment data at the UT Austin ERC 46

47 Percent of High School Graduates 100% Higher Education Enrollment Among Hispanic Graduates Increased Dramatically Percent Enrolled in Higher Ed in Texas Within One Year of Graduating HS, by Ethnicity, Central Texas 80% 60% 40% 74% 76% 65% 62% 55% 55% 43% 51% 20% 0% Asian Black Hispanic White Source: E 3 Alliance analysis of high school graduation and higher education enrollment data at the UT Austin ERC 47

48 Percent of Enrollees 100% Majority of Low Income Graduates Enrolled In Higher Ed Attend 2-Year Colleges Central Texas HS Grads Enrolled in Higher Ed in Texas Within 1 Year, by Institution Type and Income Status, Class of % 11% 80% 60% 34% 51% 40% 20% 57% 38% 0% Low Income Not Low Income 2-year 4-year Public 4-year Independent Source: E 3 Alliance analysis of high school graduation and higher education enrollment data at the UT Austin ERC 48

49 Percent of Graduates 25% of High School Graduates Enroll in College Part-Time Regardless of Income 100% College Enrollment, Central Texas, Class of % 60% 40% 20% 58% 33% 67% 42% 21% 25% 25% 25% 2020 Blueprint Objective 46% Full Time Part Time 0% All Graduates 58% Non-low Income 67% Source: E 3 Alliance analysis of data at the UT Austin Education Research Center Low Income 46% 49

50 Percent of Higher Ed Enrollees 100% 80% Fewer than Half of Part Time Enrollees Persist to Second Year Second Year Persistence in Higher Ed, Central Texas, 2012 HS Graduates 90% 60% 40% 71% 45% All Part Time Full Time 20% 0% All Part Time Full Time Source: E 3 Alliance analysis of data at the UT Austin Education Research Center 50

51 Low Income Non-low Income One in Ten Low Income Graduates Complete College Within 6 Years of Finishing High School High School Graduates at 2-or 4-Year Higher Education Institutions, Central Texas Class of % 36% 41% Enrolled within 1 year 11% Completed within 6 Years 0% 20% 40% 60% 80% 100% Percent of High School Graduates Note: Completion defined as receiving a certificate, associate s degree, or bachelor s degree Source: E 3 Alliance analysis of data at the UT Austin Education Research Center 51

52 Majority of Higher Ed Enrollees That Earn a Certificate, Associates, or Bachelors Do So Within 5 Years Percent of Central Texas HS Grads That Enrolled in Texas Higher Ed Within 1-Year, Completing College Within 2 to 10-Years, 2003 HS Grads 1% 2-Years 3-Years 4-Years 5-Years 6-Years 7-Years 8-Years 9-Years 10-Years 0% 20% 40% 60% 80% 100% Percent of Enrollees Note: Completion is defined as receiving a certificate, associate s degree, or bachelor s degree. Source: E 3 Alliance analysis of PEIMS and Higher Ed enrollment and completion data at the UT Austin ERC 52

53 Discussion What part of this story resonated the most for you? What was the biggest surprise? What other questions do the data raise for you? What role does your organization play in moving the needle on postsecondary access and success? 53

54 What part of this story resonated the most for you? Surprised at number of and low persistence rate of part time students Large % of low income students go to 2 year colleges (workforce training and academic prep?) The system is a circle, K-readiness influences later college readiness, college participation influences child K-readiness 54

55 What was the biggest surprise? Enrollment among all the ethnic groups was flat, with the exception of Hispanic students (Note slight decline in enrollment for all ethnic groups in 2013) Very disappointing that only 1 in 10 low income grads complete in 6 years. But others complete just take much longer. Focus on importance of early education, parent support, non-institutional factors building resilience, grit Targeted programs, such as AVID, may be what is helping more Hispanic students go on to enroll in higher ed Messaging: Make sure we are using the right messaging on 2 year versus 4 year university options in academic advising correct college matching to student potential 55

56 What other questions do the data raise for you? Technology is a major disrupter in education today (Recommend book: Exponential Organizations, from Singularity U, on Amazon) Technology skill set, what is the intention and purpose of technology in education? There is an increased # of adults returning as online students can we track the changes in those students? To increase college persistence create a campaign and partnership with employers of PT college students to better support them in staying in school? 56

57 What role does your organization play in moving the needle on postsecondary access and success? Employers role in encouraging and supporting college persistence and success Do we/ can we include for-profit higher ed data? National Student Clearinghouse data include for-profits, but not available to E3 through ERCs at this time. Austin ISD estimates about 1% of their grads attend for-profit higher ed institutions. Increase reverse transfer to help students earn more credits (Student who transfers to 4 year program automatically get Associate degree as soon as they reach enough credits to have earned it) 57

58 What role does your organization play in moving the needle on postsecondary access and success? To optimize investments, target grants to support students with 110 credit hours accumulated Businesses need to be a part of communities of engagement and understand who is served 58

59 Central Texas Education Profile The most comprehensive regional view of education trends and outcomes in the state, including data and information about: Available for download now at E3Alliance.org under What s Happening Please take time now to complete our survey 59

60 The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, or the State of Texas. E 3 Alliance Susan Dawson, President sdawson@e3alliance.org Hannah Gourgey, Vice President hgourgey@e3alliance.org Laura Koenig, Director of School Readiness lkoenig@e3alliance.org Molly Young, Director of Student Success myoung@e3alliance.org Shawn Thomas, Director of Research and Policy sthomas@e3alliance.org