COMMUNITY COFFEE TALK: HIGH SCHOOL GRADUATION

AGENDA

1. Welcome & Community Context, Children's Defense Fund Minnesota

2. Minneapolis-Saint Paul Graduation Data, Generation Next

3. Graduation and On-Track Data, Saint Paul Public Schools

4. Graduation and On-Track Data, Minneapolis Public Schools

5. Data Discussions & Reflection

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Access this full presentation at: http://www.gennextmsp.org/news/

Stephanie Hogenson, Research and Policy Director

shogenson@childrensdefense.org

Social Determinants of High School Graduation

Analysis using KIDS COUNT Data

ICYMI: Research shows social

factors outside of schools affect

graduation rates

It’s an American value that factors

outside a child’s control such as family

income, race and ethnicity, parental

education, zip code, country of orgin, etc.

should not predict success.

However, research shows the unfortunate

fact that these factors often play

significant roles in determining child

outcomes, including graduation rates

This brief presentation will provide an

overview on the data and research on how

income, health, and housing stability affect

graduation rates.

Income Affects Outcomes: Outcomes by Poverty Status in Early

Childhood, Duncan 2011

Below poverty 1X to 2X the

poverty level

2X the poverty

level

Completed

schooling

11.8 years 12.7 years 14.0 years

Annual Earnings $17,900 $26,800 $39,700

Annual work

hours

1,512 1,839 1,963

Food Stamps $896 $337 $70

Poor health 13% 13% 5%

Arrested (men

only)

26% 21% 13%

Nonmarital birth

< age 21

50% 28% 9%

Levels of Child Poverty by

Race/Ethnicity, 2014

Federal Poverty

Threshold =

$24,230 annual income

for family of four with

two children

50% FPT = $12,115

200% FPT = $48,460

U.S. Census Bureau,

American Community Survey

Child Poverty in Minnesota Since

Beginning of the Century

9%

11%

12%

9%

11% 12% 12%

12% 11%

14%

15% 15%

15% 14%

15%

13%

0%

2%

4%

6%

8%

10%

12%

14%

16%

U.S. Census Bureau, American Community Survey

Housing and School Stability

Affects Graduation Rates

Children who

live in more

affordable areas

have better

health and

academic

outcomes and

fewer behavioral

problems in

adolescence.

of all children live in housing

cost burdened households 24%

58% of all children in low-income

homes live in housing cost

burdened households

19% of SPPS high school students

16% of MPS high school students

Changed schools by mid-year

(2015-16) Addy, S., Aratani, Y., Chau, M., & Wight, V. (2011).

Rent Burden, Housing Subsidies and the Well-

being of Children and Youth. New York, NY:

National Center for Children in Poverty.

More than one-third of

children 0-18 are insured

through Medical Assistance

6%

5.8%

of Minneapolis children

of St. Paul children

are uninsured.

Health Coverage and Care

Access Affects Grad Rates

More Children are Living in

Areas of Concentrated Poverty

Concentrated poverty

is a neighborhood where

30% or more of all

residents live in poverty.

These neighborhoods are

often highly under

resourced.

Children living in these

areas have poorer social,

health and academic

outcomes, regardless of

their own family income. U.S. Census Bureau, American Community Survey

MSP Neighborhood Poverty

Rates, 2011-15

Graphic from Minnesota Compass, Wilder Research

Northeast

Camden

Near North

Calhoun

Isles

Southwest

Nokomis Highland

Longfellow Powderhorn

Central

University Como North End

Payne-Phalen

East Side

Battle Creek

Dayton’s Bluff

West Side

Mac-Groveland

Phillips

Summit-University

Union Park

St. Anthony Park

Frogtown

West Seventh

Summit Hill

Income Inequality & Economic

Despair Affect Grad Rates

“Economic Despair Effect”

“Low-income children who

grow up in states with greater

income inequality drop out of

high school at higher rates

than their peers living in states

with less income inequality” - Income Inequality, Social Mobility, and

the Decision to Drop out of High School,

Brookings Institution

Kids need to be empowered

to believe they can graduate

with examples and

encouragement through

support programs, mentors,

teachers from similar

backgrounds, and positive

reinforcement.

What can we do?

Use Bridge to Benefits to connect families to work support

programs and tax credits that support access to basic needs

(SNAP, Medical Assistance, School Meal Program, Energy

Assistance Program)

When a child is falling behind, missing school or misbehaving

consider the whole child, his/her family, and his/her environment

to plan interventions and make referrals to services inside and

outside of school (NAZ & St. Paul Promise Neighborhood)

Increase basic needs support services in schools like food

shelves, breakfast and snack programs, food backpack

programs, school-based clinics

Support policies and programs that promote family economic

stability and access to health coverage and care (including

mental health care and pregnancy and violence prevention) by

framing these policies around academic success.

Generation Next

The Generation Next Leadership Council

Allison Barmann, Head of Program & Strategy, Bush Foundation

Bill Blazar, SVP of Public Affairs and Business Development, Minnesota Chamber of Commerce

Mary K. Brainerd, CEO & President, HealthPartners Sarah Caruso, President & CEO, Greater Twin Cities United

Way Mayor Christopher Coleman, City of Saint Paul Rassoul Dastmozd, President, Saint Paul College Reba Dominski, Senior VP, U.S. Bank Foundation and

Community Relations, U.S. Bank Al Fan, Executive Director, Minnesota Comeback Luz Maria Frias, VP of Community Philanthropy, The

Minneapolis Foundation Barbara Gage, President and Chairperson, Carlson Family

Foundation Ed Graff, Superintendent, Minneapolis Public Schools Jeffrey Hassan, Executive Director, African American

Leadership Forum Mayor Betsy Hodges, City of Minneapolis Muneer Karcher-Ramos, Director, Saint Paul Promise

Neighborhood Eli Kramer, Executive Director, Hiawatha Academies Dave Kvamme, CEO - Wells Fargo Minnesota, Wells Fargo

Bank Eric Mahmoud, Executive Director, Harvest Prep School –

Seed Academy Carlos Mariani Rosa, Executive Director, Minnesota

Education Equity Partnership

Paul Mattessich, Executive Director, Wilder Research Commissioner Peter McLaughlin, Hennepin County Ann Mulholland, Vice President of Grants and Programs,

The Saint Paul Foundation Commissioner Rafael E. Ortega, Ramsey County Tola Oyewole, Director, Cargill Foundation Paul Pribbenow, President, Augsburg College Kim Price, Vice President Community Affairs & 3M

Foundation, 3M Denise Rodriguez, President, Saint Paul Federation of

Teachers Steven Rosenstone, Chancellor, Minnesota State Colleges &

Universities R.T. Rybak, President & CEO, The Minneapolis Foundation Sondra Samuels, President & CEO, Northside Achievement

Zone Chanda Smith Baker, President & CEO of Pillsbury United

Communities Bo Thao-Urabe, Network Director, Coalition of Asian

American Leaders John Thein, Interim Superintendent, Saint Paul Public

Schools Laysha Ward, Executive Vice President and Chief Corporate

Social Responsibility Officer, Target Charlie Weaver, Executive Director, Minnesota Business

Partnership Michelle Wiese, President, Minneapolis Federation of

Teachers

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Our Goals

Kindergarten Readiness

3rd Grade Reading

8th Grade Math

Social-Emotional Learning

High School Graduation

Post-Secondary Attainment

HIGH SCHOOL ENROLLMENT

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2016 High School Enrollment by Race in MSP

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2016 High School Enrollment by Special Group in MSP

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HIGH SCHOOL GRADUATION

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2016 Four-Year Cohort Outcomes in MSP

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2016 Four-Year Cohort Outcomes in Minneapolis

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2016 Four-Year Cohort Outcomes in Saint Paul

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Four-Year Graduation Rates by Race in MSP

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4-Year Graduation Rates by Special Category in MSP

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Data Available at MDE

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http://education.state.mn.us/mde/Data/

SOCIAL-EMOTIONAL LEARNING

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2016 Social-Emotional Learning by Race in MSP 8th, 9th, and 11th grade

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2016 “Commitment to Learning” by Race in MSP

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2016 “Positive Identity” by Race in MSP

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2016 “Social Competence” by Race in MSP

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Focus on Freshmen: On Track for Graduation

Children’s Defense Fund of MN / Generation Next Coffee Talk April 13, 2017

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Contents

Graduation • Four-year Graduation Rate • Four-year Dropout Rate

Indicators of Future Graduation • Focus on Freshmen

– Failed 2+ Core Courses • On Track Pilot

– Focus Factor

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BRIGHT SPOT: Four-year

graduation rate has been

higher in 7 of the past 8

years.

CHALLENGE: Higher dropout rate for Class of

2016

Source: Minnesota Department of Education (MDE)

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On Track Pilot with Gen Next

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SY 13-14: Focus on Freshmen initiative began in SPPS SY 16-17: Three (3) SPPS High Schools began pilot with data monitoring support funded through Gen Next

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Focus on Freshmen

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In Saint Paul Public Schools… On Track in 9th Grade = Less than 2 core courses failed

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Indicators of Graduation: Credit Attainment

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Focus Factor

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0 = Passed 4 core courses and met credit goal

1 = Passed 4 core OR met goal

2 = Did not pass all 4 core and did not meet goal

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Progress Monitoring: Credit Attainment

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Questions?

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Minneapolis Public Schools

High School Graduation: Continued Increases

MPS

State

High School Graduation: Persistent Gaps

All Students

Asian White

African American

Hispanic

American Indian

High School Graduation: African American Students

All Students

Asian

White

African American

Hispanic

American Indian

High School Graduation: North Academy

All Students

North High/ North Academy

The Class of 2016 was the first cohort to include students who started as 9th graders at North Academy

High School Graduation: Hispanic Students

All Students

Asian

White

African American

Hispanic

American Indian

9th Grade On-Track: Definition

Definition of what it means to finish 9th grade on-track:

On-track at the end of 9th grade =

Earned ¼ credits needed

to graduate +

Passed all quarters of all core courses

of 9th graders ended 2015-16 on-track

56%

9th Grade On-Track: System

Real-time data on 9th grade students’

attendance, behavior, and grades is provided

to schools

Teams of 9th grade teachers and support staff review data to

identify students that are facing challenges

Teams discuss students and decide on

appropriate strategies/ interventions to help

the identified students

Team members follow-through on the

plan of action to support students

Teams track student progress over time and

change course when necessary

9th Grade On-Track

Team Process

9th Grade On-Track: Early Warning Indicators

Based on best practices for Early Warning Systems, the following data is tracked and students are flagged based on these thresholds:

A student that is flagged Priority in any category will be marked Priority overall. A student that is flagged Focus in any category (but not Priority) will be marked Focus overall. A student is marked On Track if s/he is flagged On Track in every category.

9th Grade On-Track: Online Portal

Online Student Data Tracker

Grade-level rosters provide school staff with a summary of all students and their up-to-date data

Data is updated on a daily basis and students are automatically identified as potentially needing attention or support

Each student has a page with more detail and a place to track interventions

9th Grade On-Track: Course Failure Decreases

The percent of 9th graders failing one or more core courses has declined so far this school year

TABLE TALK

1. Introduce yourselves at your table.

2. Discuss the data presented using these guiding questions:

o What surprised you? What did you expect?

o How does this data shape your work? What do you want to do differently?

o What actions will you take when you return to your org?

3. Submit your action steps and questions through your phone or computer:

o Go to slido.com and enter #2185.

o Include your organization name.

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THANK YOU!

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