1. Facing Facts 2008 Public Forum Santee-Lynches Regional COG Thursday, Nov. 19, 2009

3. Adult Population

4. AverageEducational Career annual earningsattainmentearnings (40 years) $16,121/yrNo High School Diploma / GED$644,840 Oct. ‘09 U.S. Unemployment Rate: 15.5% $24,572/yrHigh School Diploma / GED$982,880 $32,152/yrAssociate Degree$1,286,080 Oct. ‘09 U.S. Unemployment Rate: 9.0% $45,678/yrBachelor Degree$1,827,120 $55,641/yrMaster Degree$2,225,640 $86,833/yrDoctorate Degree$3,473,320 Educational Attainment and Earnings Potential Source: U.S. Census 2000

5. Educational Median annual TotalAnnual aggregate attainment* personal earnings (+) Adults (25+)earnings (+) Current $26,971 126,579$3,413,962,859 Good gains (2%) $27,414 (+$443) 126,579$3,470,084,678 (+$56M) Great gains (4%) $27,797 (+$826)126,579 $3,518,458,920 (+$105M) Impact of More Education / Postsecondary (Data available for Sumter, Kershaw & Clarendon counties) Source: United Way of America, Common Good Forecaster, 2007 data Educational attainment is the composition of adults 25-and-older in 4 categories: Less Than a High School Diploma/GED, only a High School Diploma/GED, Some college or Associate Degree only, and Bachelor Degree or more.

6. 8 th graders About 70% of 8 th graders are graduating high school with a diploma over time in region. Public high school graduation rates and post-secondary rates in region Current region graduation rate average of an estimated 70% is about equal to state average. (U.S. average is about 75% in recent years.) Percentage of region’s students entering post-secondary directly after high school (estimated nearly 50%) is a few percent below the state average. Source: S.C. Department of Education enrollment and diploma data for high school graduating cohorts of 2004-’05 through 2007-’08 Almost 50% of 8 th graders are entering post-secondary education directly after high school

7. Source: U.S. Census Bureau * Lee total is Census 2000

8. Source: U.S. Census Bureau * Lee total is Census 2000

9. Middle and High School

10. Source: S.C. Department of Education, 2008 PACT English scores, 6 th -8 th graders meeting standards

11. 8 th graders About 70% of 8 th graders are graduating high school with a diploma over time in region. Public high school graduation rates and post-secondary rates in region Current region graduation rate average of an estimated 70% is about equal to state average. (U.S. average is about 75% in recent years.) Percentage of region’s students entering post-secondary directly after high school (estimated nearly 50%) is a few percent below the state average. Source: S.C. Department of Education enrollment and diploma data for high school graduating cohorts of 2004-’05 through 2007-’08 Almost 50% of 8 th graders are entering post-secondary education directly after high school

12. Source: S.C. Department of Education 8 th and 12 th grade enrollment data by cohort for graduating classes of 2002-’03, 2003-’04, and 2006-’07.

13. Source: ACT scores, 2007, 2008, & 2009 senior classes

14. Early-Early Childhood Education 0-3 years

15. Human Brain Development Human Brain Development Synapse Formation Dependent on Early Experiences FIRST YEAR -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Birth(Months)(Years) Sensory Pathways (Vision, Hearing) Language Higher Cognitive Function Source: C. Nelson (2000)

16. 0 600 1200 12162024283236 College-educated parents Working-class parents Welfare parents Age - Months Literacy – Early Vocabulary Growth B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995 Cumulative Vocabulary

17. Socio-economic class differences in children’s intellectual growth Topic College-educatedWorking-Welfare parentsclass parentsparents Vocabulary at age 3 1,116 words 749 words525 words Average I.Q. at age 3 117 10779 Parental “utterances” per hour at age 3 487 301176 Total encouragements/ discouragements heard by age 3 498,000/78,000 186,000/108,000 78,000/171,000 (6-to-1) (2-to-1) (1-to-2) Summary: Children’s language exposure that includes more affirmations and complex sentences correlates strongly with I.Q. and academic success later on in life. Source: Hart and Risley, Meaningful differences in the everyday experiences of young American children, 1995

18. “Taken together, the conclusions of these researchers (Hart & Risley, Brooks-Gunn, Farah, and Lareau) suggests that the disadvantages that poverty imposes on children aren’t primarily about material goods. True, every poor child would benefit from having more books in his home and more nutritious food to eat. But the real advantages that middle-class children gain come from more elusive processes: the language that their parents use, the attitudes toward life that they convey.” Socio-economic class differences in children’s intellectual growth Source: Paul Tough, The New York Times Magazine, 2006

19. Risk factors contributing to readiness gaps #1Disability: Primarily speech and language disorders, but also mental, emotional, vision, hearing and learning disabilities. (Cause: Mostly Genetic, Partly Environmental) #2Emotional/Behavioral Problems: Lack all the following on standardized measurement in Kindergarten: Self-control, social problem-solving, interaction with others, and self-concept. (Cause: Mostly Environmental, Partly Genetic) #3Low Literacy Skills: Low vocabulary, language skills and literacy experiences developed primarily at home with family. A direct result generally of a mother without a diploma/GED. (Cause: All environmental) #4Poor: On Free Lunch (under 130% of poverty) Source: S.C. Kids Count 2009

20. For every 10 kids in S.C. 4 2.1 1.3 Below Basic in 5 th Grade on PACT Far Below Basic in 5 th Grade on PACT Number in Top-3 risk factors (Disability, Emotional/Behavioral Problems, Low Literacy Skills) 6 1.3 0.5 Below Basic in 5 th Grade on PACT Far Below Basic in 5 th Grade on PACT Number not having Top-3 risk factors (Disability, Emotional/Behavioral Problems, Low Literacy Skills) Source: S.C. Kids Count 2009

21. S.C. Dept. of Juvenile Justice Juvenile Profile 950 juveniles in residence At Admission Teenage juveniles’ assessed reading and math skills are generally at least three grade levels behind their peers. Many qualify for special education classes. DJJ School District operates 12 months a year offering middle school and high school programs to educate juveniles. Source: S.C. Department of Juvenile Justice

22. S.C. Dept. of Corrections Inmate Profile 24,462 inmates – June 30, 2009 At Admission (Intake) Average is 8.5 grade reading level (assessment) 53% read at less than 9 th grade level (assessment) 58% don’t have a high school diploma or GED (self- reported) 10.5 grade is average educational achievement level (self-reported) Source: S.C. Department of Corrections

23. WEIGHING THE COSTS INCARCERATION - VERSUS - EDUCATION 1 Adult Inmate1 Juvenile1 Studentincarcerated in statein stateIn State $44.98/day$300/day$22.35/day $16,462/year$109,500/year $8,159/year THE DIFFERENCES Adult Inmate/StudentJuvenile/Student Cost per day nearly doubleCost per day more than (1.77 times as expensive)11 times as expensive Sources: Fiscal 2008 current operational expenses from S.C. Department of Corrections, S.C. Department of Juvenile Justice, and S.C. Department of Education 1 Student educated in state $25.39/day $9,268/year

24. Facing Facts 2008 Reports and Tonight’s Presentation are Available for Download on our COG Web site: www.santeelynchescog.org