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College and Career Readiness SCS Strategic Plan_Final
Transcript of College and Career Readiness SCS Strategic Plan_Final
Individuals with higher levels of education earn more and are more likely to be employed. 5
0,000 degrees would mean 44,500 less likely to fall into poverty, only 11% of the population with an associate's degree or higher lives in poverty .
Federal, state, and local governments enjoy increased tax revenues from college graduates and spend less on income support programs for them. 5
0,000 degrees would mean 45,500 additional tax payers, potential homeowners, and financially stable families.
Reduce need for safety net spending
50,000 more adults with at least an associate's degree would reduce medicaid enrollment by an estimated 24%, free and reduced lunch by 12%, and food stamps by 12%
reducing the $539 billion spent on alleviating poverty.
Increase civic engagement
Adults with higher levels of education are more active citizens. 5
0,000 more engaged citizens
Reduce poor health outcomes and costs and improved school readiness
College education leads to healthier lifestyles, reducing health care costs. 5
0,000 people who live on average 5 years longer than their peers.
College-educated mothers spend more time with children and alter the composition of that time to suit children’s developmental needs more than less educated mothers. 5
0,000 turns into ~100,000 students ready for kindergarten.
If we reach the 80/90/100 goal for our students, our community will prosper
We can change the equation.
Framing the Strategic Plan: College and Career Readiness (2025)
% College and Career Ready
The impact on our community
Based on last year's ACT,
current seniors are not prepared for success in college.
What does this mean for these students and our community?
For the many in our community without an adequate education, including the 6,471 seniors not adequately prepared for success this year, and especially those who have dropped out or left the school system along the way, life opportunities can be severely limited. This has a profound impact on our community, and the stakes are only getting higher.
It will be increasingly challenging for our students to compete in the 21st century job market.
in of jobs in TN will require a postsecondary degree.
of Shelby County adults 24-64 have at least an associates.
The SCS Board has embraced the shared vision of multiple stakeholders and asked for a clear goal around college and career readiness to achieve its mission.
8.6% of Shelby County residents seeking work remain unemployed or 35,850 individuals (January 2014)
In 2010, $5.39 billion were spent on poverty in Shelby County...5 times what was spent on public education.
In Kentucky, the college and career readiness rate is up 20 percentage points from 2010. While only a third of high school graduates were considered ready three years ago, initial data now show more than half – 54% – are ready to take the next step into credit-bearing college courses or a postsecondary training program.
Setting a goal, transforming our community
Goal 2025 80/90/100 (ex.):
of seniors graduate College and Career Ready
Increase Graduation Rate to
of College and Career Ready graduates enroll in a postsecondary opportunity
graduates prepared for college and career will enroll in [and ultimately complete] a postsecondary opportunity over the next 10 years, contributing potentially
degrees towards Shelby County Drive to 55.
That is almost over half of the degrees needed to meet the goal that 55% of Shelby County Residents will have a postsecondary credential by 2025!
We can achieve
College and Career Ready by 2025, a
Graduation Rate and
of College and Career Ready graduates will enroll in a postsecondary opportunity
If we succeed, the community prospers.
The Talent Dividend translates the
postsecondary attainment goal for Shelby County as having a potential
economic impact for our region.
Everything starts with the Goal:
80/90/100 by 2025
Getting to success: The strategic plan
To achieve this goal, the strategic plan will establish a clear vision of how Shelby County Schools will be successful in preparing all students for success in learning leadership and life, by:
If we broaden the definition of College Ready and measure Career Readiness, what could we expect as a baseline?
Career Readiness-ACT WorkKeys
ACT's National Career Readiness Certificate (NCRC) is a portable credential that demonstrates achievement and a certain level of workplace employability skills in three core areas: Applied Mathematics, Locating Information, and Reading for Information.
Readiness is measured by most districts and states as scoring at least Silver (Scale: Platinum, Gold, Silver, Bronze) - a student scoring a level 4 or higher in each of the three core areas has the necessary foundational skills for 67% of the jobs in the WorkKeys database.
Based on districts who test students with WorkKeys, we can expect
of students testing at or above the Silver Benchmark [based on estimates from Anchorage, Charlotte Mecklenberg, Fulton Co, GA, and the State of KY]
What's at stake?
Having a postsecondary credential matters for our students and our community
Over my lifetime I will earn ~$2.3 million
with an associate's degree or higher. In Shelby County this means I will join 36.6% of my fellow Shelby County citizens with associate's degrees who have <11% chance of living in poverty.
With my high school diploma I will earn over my lifetime
~$1.3 million, but if I drop out I will only earn ~$975,000.
My peers and I will most likely join the other 236,223 individuals in Shelby County with the same education attainment levels of which 58.3% are currently living in poverty.
230,642 individuals in Shelby County did not work in the past year
70,833 in this category live in poverty
of the State of TN will have some postsecondary credential by
In Shelby County, this means
individuals with a
credential or an additional
College (ACT) and Career Ready (WorkKeys)
baseline needs to be established
~50,000 credentials ( ~35,000 over what we would produce otherwise)
But...even if just we were to be successful in reaching our goal, there is potential for dramatic change in our community:
Our starting point:
March - May
Understanding the 2025 Goal
July - December
: Establish leadership to execute strategic planning process and domain working groups and engage relevant stakeholders.
: Data, leadership, and a clear purpose guide domain teams to begin planning process.
Examples of potential domain working groups
Performance and Accountability
Strategic Plan approved by Superintendent
and presented to the board for December business meeting
2010-2013 Data Trends
SCS ~ 30% College and Career Ready
(Actual baseline TBD)
61% of students were not reading proficiently by 3rd grade
62% of 7th graders were not proficient in 7th grade math
: Build understanding about the goal for 2025, where we are now, and the implications for our community, district, and students.
: Momentum and buy-in for the strategic planning process to achieve Goal 2025.
Example engagement/feedback framework
Principals, Teachers, Staff
March - July
: Demonstrate what we know is working, and what is not, to improve student achievement.
Establish a culture of data use, and to provide a foundation for the strategic planning process.
Example data analysis:
Cohort analysis of academic trends in proficiency
Strand-level assessment data by grade and subject (e.g. TCAP, EOC, Discovery, Istation, Stanford Math, etc.) by school, region, and district
Chronic absence data by school and district by attendance period and/or semester
Mobility by school and district
Trends in student enrollment at transition points and by grade in high school by school (e.g. elementary to middle, middle to high school, 9th to 10th, etc.)
6,471 not college ready and the ~4,800 not career ready
53.8% more likely to live in poverty if they only attain a High School diploma or lower; and
will earn on average $25,000 or less in Shelby County
= 3,481 additional people living in poverty, whose children will face significant adverse effects on their development:
Poverty endangers children’s healthy development.
Poor families experience, on average, more turmoil, violence, and instability than other families.
Poor children watch more TV, have fewer books, and are read to less frequently than their better-off peers.
They have poorer nutrition.
As early as the first three years of life, they score lower on cognitive measures, and the effects of early poverty often persist into adulthood
not ready for school in 2013
We can stop the generational cycle of poverty