90% by 2020 Priority Areas – Data Findings Leadership Meeting February 18, 2014, 3:00 pm – 5:00 pm

Kindergarten Ready

Table 1: , , and Alaska Developmental Profile data by mean score on all domains by student groups All Students Race/Ethnicity Economically Disadvantaged Special Education English Language Learner MigrantGender W hi te B la c k/ A fri c a n A m er ic a n His pa ni c A si a n A la sk a N at iv e/ A m er ic a n In di a n 2 or m or e N at iv e H a w aiia n/ O th er P a ci fi c Is la nd er NoNo YesYes NoNo YesYes NoNo YesYes NoNo YesYes F e m al e M al e Physical wellbeing, health and motor development Demonstrates strength and coordination of large motor muscles Demonstrates strength and coordination of small motor muscles Social and emotional development Participates positively in group activities Regulates their feelings and impulses Approaches to learning Shows curiosity and interest in learning new things and having new experiences Sustains attention to tasks and persists when facing challenges Cognition and general knowledge Demonstrates knowledge of numbers and counting Sorts, Classifies, and organizes objects Communication Language and Literacy Uses receptive communication skills Uses expressive communication skills Demonstrates phonological awareness Demonstrates awareness of print concepts Demonstrates knowledge of letters and symbols (alphabet knowledge)

Disaggregated by student group Table 1: , , and Alaska Developmental Profile data by mean score on all domains by student groups All Students Race/Ethnicity Economically Disadvantaged White Black/African American Hispanic Asian Alaska Native / American Indian 2 or more Native Hawaiian/Other Pacific Islander No Yes Communication Language and Literacy Uses receptive communication skills Uses expressive communication skills Demonstrates phonological awareness Demonstrates awareness of print concepts Demonstrates knowledge of letters and symbols (alphabet knowledge)

Likely Recommendations for Focus AK Developmental Profile: Communication, Language and Literacy Demonstrates phonological awareness – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Demonstrates awareness of print concepts – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Demonstrates Knowledge of letters and symbols – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Focus: – Child care – Early Literacy

8 th grade math proficiency

Disaggregated by student group All Students 65.81%69.79%66.54%69.18%67.07% AF AM 36.94%50.24%43.64%45.85%44.80% AKNA/AI 44.49%56.74%49.12%49.17%48.27% Asian 64.66%68.52%69.70%67.35%68.16% NH/OPI 31.06%48.25%44.83%38.96%38.60% Caucasian 77.38%79.03%77.90%80.96%79.95% Hispanic 55.62%63.32%56.16%62.64%58.85% 2 or More 64.80%63.85%58.31%68.14%64.79% EDS 47.19%54.83%50.46%54.48%51.02% SWD 20.57%25.12%18.94%20.92%19.72% LEP 24.58%33.78%31.76%25.88%24.55% Migrant 41.35%58.79%53.23%54.25%55.20% Female 66.17%70.12%68.83%70.89%66.82% Male 65.47%69.46%64.34%67.49%67.31%

Factors related to 8 th grade math proficiency Family / Social FactorsStudent / Individual Factors Family income (poverty) Student self-efficacy Early mathematics competence Academic mindset Parent level of education (especially mother) Perseverance English Language Proficiency Social emotional competence (SEL) Race and Ethnicity Self-regulated learning and study skills Family engagement in education/family high expectations 3 rd grade reading proficiency (based on local data study) School FactorsCommunity Factors Instructional strategies Participation in Pre-K learning program School’s positive climate After-school, supervised programs & activities Student’s connection to school Mentoring and caring adults Student’s attendance (based on research lit review and local data) Onsite health services

Considerations Strongest association to overall academic achievement / math proficiency Greatest potential for action (malleable, public will) Local data to support / relevance to Anchorage

Likely Recommendations for Focus Attendance – Note: Opportunity to connect this with family engagement and student connectedness with school 3 rd grade reading proficiency Family engagement(with schools, children’s learning) /family high expectations Note: recommend after-school activities as strong option for community support/intervention

High School Graduation Graduation rate by group All Students EDS Non-EDS

Factors related to high school dropout Factors – High school dropout Poor attendance Low academic achievement Grade retention / being overage for grade Low socioeconomic status Low educational expectations (self & family) Lack of family involvement / conversation about school

4-year cohort outcomes Graduates Dropouts Certificate of Achievement Expected to return for Transfer to non-ASD public school Other Student outcome for the 4-year cohortNumber of students% of the total cohort Total number of students in the 4-year cohort % Graduates % Dropouts % Students expected to return in school year % Completed school with other credentials (a student who has received a certificate of achievement in lieu of a high school diploma) % Transfer to a public school in a different school district within Alaska % Transfer to an institution (with an educational program) % Student reached maximum age for services and did not receive a diploma or 12th grade certificate of achievement % Student receiving Special Education services who received a certificate of achievement in a previous year and returned to school for only Special Education transition services this year % Graduation Study

Table 1 Comparison of students who dropped out and the graduate cohort group Dropout graduate cohort Difference between dropouts and the entire graduate cohort NumberPercentNumberPercent Total % %0.0% SPED6115.8% %4.4% LEP6617.1%2968.1%9.0% Migrant379.6%1704.7%4.9% EDS % %21.9% AF AM338.5%2426.6%1.9% AKNA/AI5514.2%2928.0%6.2% Asian318.0% %-3.5% NH/OPI297.5%1564.3%3.2% Caucasian % %-16.5% Hispanic4611.9%3469.5%2.4% 2 or more races6617.1% %6.4% NOTE: Asian and Caucasian dropout rates are lower than their overall representation in the graduate cohort group. 387 Dropouts – 10.6%

ZIP Code Analysis Dropouts and returning and/or COA students by zip code Zip codeReturning and/or COA studentsDropouts Total413387

Local Factors for Dropout Risk

Next Steps: