Alliance Success Indicator Report

2009

Overview

The Success Indicators report is a document that provides a snapshot of the educational status and potential of Greater Waco. It will be refined and released each year of the Education Summits.   The underlying Eight Assumptions for the Greater Waco Community Education Alliance were developed with the advice of local experts in education who collectively advised that there are certain critical points in a child’s educational development, and that the community needs to know the status of our children at these junctures. With that information, we can align ourselves to improve children’s outcomes and measure our performance.

Sources for the Eight Assumptions and Success Indicators include: • Gear Up Waco • Local superintendents, teachers, administrators,

Region 12 professionals• Faculty and departmental leadership from Baylor University, TSTC and MCC • Scholarship providers and financial aid professionals• Closing the Gaps Report (Texas Higher Education Coordinating Board)• Texas Education Agency• Center for Occupational Research and Development • Existing local plans

Overview

The Greater Waco Education Alliance does not assume credit for strides made in school performance, so it will never be presumed that the Alliance is solely or even largely responsible for increases in TAKS scores for a particular district. 

However, TAKS performance is a tool for understanding need, and it serves as a guide where focus and alignment are required. It is the hope of the Alliance that TAKS scores will reflect overall positive changes in the lives of children that result from community support. 

Because the work is so large, the Education Alliance will provide heavy focus on two or three Assumptions each year of the Summit. During the 2009 Summit, Assumptions 1 and 2 will receive the most attention. Assumption 1 – early childhood – was such a vast field that a separate study was required before baselines could be set. That heavy focus is reflected in this report. Following the Summit, targets for improvements in baselines will be determined where appropriate, and with community input, and the targets and progress will be added to future reports.   

Assumption 1

The most valuable and cost-effective time to invest in education is between birth and the age of five

Community Goal: All children reach age five with experiences they need to develop learning readiness and social skills critical to success in school and in life itself

Assumption 1

Families must have access to high quality education and preparation and be aware of the role they play, beginning with pre-natal care, in enabling children to enter school ready to learn.

The Early Childhood Quality of Life Index provides a great deal of data to assist community planning. The factors that influence a child’s quality of life are beyond the reach of a singular community effort, but there are factors that, with focus, can be influenced with the implementation of evidenced-based programming.

From January through May 2009, the community will be convened to respond to the findings of the Early Childhood Quality of Life Index Report and develop a plan for addressing those factors which can be influenced with programming.

The challenge to the community will be to increase McLennan County’s Quality of Life Index from 40% to more 50% during the next five years.

Assumption 1

Parents and those caring for children need good information about how they can raise a child ready for school and life. The community plan will also consider planning strategies for conveying good information to parents – particularly those in zip codes with a QOL score below 50% - and will determine the appropriate programming and measurement for that factor.

Some businesses have expressed interest in supporting quality child care for their employees, and parents across the board have said they are interested in higher quality child care and are willing to pay more for it.

Another aspect of community planning will involve an exploration in how to improve child care quality.

The overall measurement of effectiveness that will be available in future years is the Texas Primary Reading Inventory Score (TPRI), which measured a child’s readiness to learn upon entering kindergarten.

In future years, TPRI scores will be tracked and reported for McLennan County school districts.

McLennan County Early Childhood Quality of Life Score

There are 10 zip codes with a quality of life less than 50%

McLennan McLennan Early Childhood Quality of Life

Assumption 1

49.7%

38.5%

46.7% 55%

23%

38.4%

14.4%

24.6%

16.9%

25.1%

9%

15%

0%

20%

40%

60%

80%

100%

CompletedHigh School

Dropped Out Retained inGrade

Placed inSpecial

Education

Arrested byAge 18

Arrested forViolent Crime

by Age 18

With Full Day Pre-K

Without Pre-KValue of investing in early childhood

Source: Bush School of Government: Cost Analysis of the Benefits of Universal Accessible Full Day Pre-K in Texas, 2006

Assumption 1

Most children are not in formal child care settings, so improving the quality of life index must include work that focuses on parents and guardians

22%

78%

Children inChildcare(9,683)

Children withparents at homeor in care ofothers at home(34,317)

Assumption 1

Most parents are unaware of early childhood brain development

33%

67%

Parentsunaware ofbraindevelopment

Parentsaware ofbraindevelopment

Source: Kronkosky Foundation study of parent practices. "Snapshot of San Antonio: Early Childhood“Conducted by Galloway Research

Assumption 1

Most Parents are interested in learning about brain development

Source: Kronkosky Foundation study of parent practices. "Snapshot of San Antonio: Early Childhood“ Conducted by Galloway Research

7%

40%

10%

16%

27% Texas Early Education Model(TEEMA) classroms

Licensed Child Care Centers

Licensed Child Care Houses

Registered Child Care

Listed Family Homes (unregulated)

Assumption 1

Child care centers by type

Most children in child care are in settings that are not seeking quality, and 27% of them are in a completely unregulated environment.

Assumption 1

Although not all children are in quality child care settings, the community needs more quality child care options for parents. By the end of 2010, 16% of all child care centers will have some type of quality certification.

As a part of a plan to improve the early childhood environment, the Waco Foundation will convene early childhood stakeholders to set additional quality goals / feasibility of projects to further increases in quality.

76664 51 33 43 44 32 203

76640 42 25 43 37 42 189

76524 31 22 34 35 27 149

76624 17 33 32 29 23 134

76638 21 27 23 28 25 124

76701 21 20 33 22 26 122

76682 25 22 26 27 17 117

76630 25 16 20 21 21 103

76703 12 3 3 4 3 25

76702 6 7   2 3 18

76715 7 6 2   1 16

76654 1 1 4 3 4 13

76714 4 5 1     10

76798 3 2     1 6

Total 3343 3240 3388 3446 3503 16920

Zip Code ’03 ’04 ’05 ’06 ’07 Total

76705 489 468 489 468 452 2366

76706 433 405 439 422 454 2153

76708 404 383 388 452 452 2079

76707 386 381 392 424 397 1980

76710 332 319 318 352 355 1676

76712 205 226 241 230 269 1171

76643 166 172 202 196 202 938

76711 164 162 148 163 169 806

76704 141 151 145 123 147 707

76657 115 91 98 125 150 579

76655 67 72 85 60 81 365

76691 77 76 73 60 56 342

76557 48 58 57 61 44 268

76633 50 54 49 58 50 261

Zips where index is lower than 50%

Improving the Quality of Life Index must target the greatest source of the problem – Women not accessing prenatal care

Assumption 1Births by zips

Pre-natal care

Zips where index is lower than 50%

Assumption 1Births in low quality of life zips

Zip code ’03 ’04 ’05 ’06 ’07 Total

% of births to women with

Inadequate pre-natal care

76706 433 405 439 422 454 2153 13.36%

76708 404 383 388 452 452 2079 10.22%

76707 386 381 392 424 397 1980 9.57%

76711 164 162 148 163 169 806 12.02%

76704 141 151 145 123 147 707 9.68%

76657 115 91 98 125 150 579 16.55%

76664 51 33 43 44 32 203 12.61%

76701 21 20 33 22 26 122 12.81%

76710 332 319 318 352 355 1676 9.84%

Total 2047 1945 2004 2127 2182 10305

Assumption 1Estimated inadequate pre-natal care for five years

Zip Code ’03 ’04 ’05 ’06 ’07 TotalInadequate

pre-natal care

5-year # of births to

women with inadequate

prenatal care

76706 433 405 439 422 454 2153 10.22% 220

76708 404 383 388 452 452 2079 9.57% 199

76707 386 381 392 424 397 1980 12.02% 238

76711 164 162 148 163 169 806 9.68% 78

76704 141 151 145 123 147 707 16.55% 117

76657 115 91 98 125 150 579 12.61% 73

76664 51 33 43 44 32 203 12.81% 26

76701 21 20 33 22 26 122 15.57% 19

76710 332 319 318 352 355 1676 9.84% 165

Total 1715 1626 1686 1775 1827 8629 1135

Pre-natal care

Zips where index is lower than 50%

Can we reach 295 women who need pre-natal care?

Assumption 1Estimated inadequate pre-natal care for one year

Pre-natal care

Zips where index is lower than 50%

Zip Code ’03 ’04 ’05 ’06 ’07 Total

Inadequate

pre-natal care

Five year total

One year total of births to women with inadequate

prenatal care

76705 489 468 489 468 452 2366 13.36% 316 60

76706 433 405 439 422 454 2153 10.22% 220 46

76708 404 383 388 452 452 2079 9.57% 199 43

76707 386 381 392 424 397 1980 12.02% 238 48

76711 164 162 148 163 169 806 9.68% 78 16

76704 141 151 145 123 147 707 16.55% 117 24

76657 115 91 98 125 150 579 12.61% 73 19

76664 51 33 43 44 32 203 12.81% 26 4

76701 21 20 33 22 26 122 15.57% 19 4

76710 332 319 318 352 355 1676 9.84% 165 35

Total 2204 2094 2175 2243 2279 10995  113

5 295

Assumption 2

Reading on grade level by Grade 3 is critical to future education success.

Community Goal: All children reach age five with experiences they need to develop learning readiness and social skills critical to success in school and in life itself

Assumption 3

Mastering mathematics fundamentals through Algebra I is a minimal requirement for high school graduation and post-secondary success

Community Goal: All children will be proficient in math through Algebra I by their graduation from high school.

Assumption 3

At a minimum, students must master math fundamentals (whole numbers, decimals, fractions, and percentages), pre-Algebra, and Algebra I by graduation in high school to be successful.

A strong correlation exists between a grounding in mathematics through Algebra II and higher with access to post secondary education, graduation from college, and earning wages in the top quartile of income from employment

Assumption 4

All students must be prepared for post-secondary success by the time of their graduation from high school

Community Goal: All students will be prepared for post-secondary education while in high school.

Assumption 5

All youth must graduate from high school, overcoming challenges that discourage academic engagement

Community Goal: All students must be supported and encouraged to stay in school through successful high school graduation.

Assumption 6

Parents and students should be aware of available high school to post-secondary paths and financial aid options

Community Goal: All parents and youth will know about, plan for and seek access to post-secondary options and to financial aid, if needed.

Assumption 7

Financial resources should not be a barrier to post-secondary success

Community Goal: The community will ensure that scholarship opportunities are known and supported.

Assumption 8

The community should understand the region's secondary and post-secondary success rates and develop support programs to encourage the highest rates of successful completion

Community Goal: All youth will complete post-secondary education leading to a chosen career opportunity.

Success Indicator Report is a guide and tool for Alliance• Areas of community need and progress• Where to focus efforts for highest impact

• Measureable success for indicators tied to what community can doContinue to provide school data for a sense of “McLennan County

State of Education”

Will refine benchmarks and data each year of the Summit• Early Childhood Index

• Tutors trained in Best PracticesWill eventually provide a tool for overall progress in meeting

Eight AssumptionsCommunity input to Success Indicator Report is welcome

Available at EducateWaco.com