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OUR KIDS.OUR TOMORROW.THE COMMIT! PARTNERSHIP2015 COMMUNITY ACHIEVEMENT SCORECARD
The Community Achievement Scorecard reflects how well we are collectively supporting the 750,000+ students in Dallas County on their journey from cradle-to-career. This document uses data as a mirror – to see where we stand, the direction we’re headed and the disparities we must address if we are to create a more equitable and prosperous future. We hope you use this as a tool to engage others and to inform action that will drive change for all Dallas County youth.
of Kindergarteners entered school ready
to learn. 43% were behind, limiting their future achievement.
57% of Dallas County
Algebra 1 test takers met the STAAR Postsecondary
Readiness Standard benchmark.
36% of Dallas County third
grade reading test takers met the STAAR
Postsecondary Readiness Standard benchmark.
34% of Dallas County 2014 high school graduates
enrolled in a postsecondary institution
within one year of graduation.
59% of Dallas County 2009 high school graduates
obtained a postsecondary degree or credential six
years later.
28%
SYSTEMIC INITATIVES
REGIONAL CAMPAIGNS
PLACE-BASED STRATEGIES
The Commit! Partnership was created in early
2012 to address the substantial educational
challenges facing Dallas County and was
made possible with the support of numerous
regional leaders encouraged by results seen
in other cities using the collective impact,
educational partnership model.
Fast-forward to 2016: The Commit!
Partnership now includes 182 partners serving
750,000+ students in Dallas County and is
the largest of more than 60 organizations in
the StriveTogether national network.
THE COMMIT! PARTNERSHIP PART OF A ROBUST NATIONAL EFFORT
• Regional teacher pipelines strategy
• Education data dashboard
• Early literacy school partnerships
• Neighborhood backbone network
• Pre-K enrollment
• FAFSA completion
SIGNIFICANT PROGRESS OVER
3 YEARS
Part
ne
rsIn
itia
tive
sR
esu
lts
2015-16
2014-15
2013-14
182
129
46
A cumulative 16,300 more Dallas County students have attained critical benchmarks over and above the Commit! Partnership’s 2011-12 baseline year.
11
7
3
2015-16
2014-15
2013-14
A SAMPLE OF HIGHLIGHTS FROM 2015
1,330 (+10%) more Pre-K students enrolled by start of school year in 5 districts aligned in spring 2015 campaign
650 more seniors completing FAFSA by March priority
deadline (+2% gain over 2014)
WORKING TOGETHER IN REINFORCING WAYS
FOCUSED ON THE PATHWAY FROM CRADLE-TO-CAREER
Working together, Commit!’s partners promote and champion data,
identify and share best practices, help develop key strategies and measure
& improve upon results to help every Dallas County learner succeed on his
or her journey from cradle-to-career.
491 more grades K–3 students in South Oak Cliff & Molina reading proficiently
(+12% over 2013)
2
Board of Directors
Angela Farley, Dallas Regional Chamber
Charles Glover, Meadows Foundation
Libby McCabe, Commit! Partnership
Eric Reeves, HighSTEPS, LLC
Mark Rohr, Celanese Corporation
Jennifer Sampson, United Way Metropolitan Dallas
Hon. Florence Shapiro, Former Texas State Senator
Jeremy Smith, Rainwater Charitable Foundation
Aleta Stampley, Reading Partners of North Texas
George Tang, Educate Texas
Ellen Wood, Teaching Trust
ast year we wrote in this space about the complex challenges our 750,000+ children face, highlighting
the power of robust data and local expertise in advancing towards our “True North” goal of substantially
improved postsecondary completion rates.
This year, the 3rd of the Commit! Partnership’s collective impact work, we’re pleased to relate even more about
how our growing coalition of 180+ partners is collaborating in new ways to drive results—proving at both an
individual and systems level that we can all aim higher and achieve more.
While gaps remain, major progress happens each day. Over 16,300 more students have achieved proficiency
levels from when the Partnership commenced its effort in 2012. We’re inspired by several examples of systems
changes including:
• The new Early Matters collaboration with Greater Houston to work collectively on behalf of the more than 1 in 4 children ages 0-8 in Texas living within our two regions, access more state funding and increasing local early childhood quality;
• Unprecedented collaboration across school districts, colleges, and service providers to increase college readiness and access by bridging the transition cliff via high-quality programs, awareness campaigns, training, and technology;
• The commitment of local districts and foundations to grow our regional educator pipelines, attracting innovative programs such as Urban Teachers to the region, inspiring new approaches among higher-ed pipelines working to increase the profession’s prestige and respect, and seeding a first-of-its-kind Early Childhood educator preparation institute.
Much of the data you’ll see on the following pages remains as challenging as it is hopeful, but all long and impactful journeys start with small steps, fueled by ongoing results that continually reinforce the mission. Expecting greater of our Partnership, combined with excellence in implementation, will continue to improve our community’s future.
Gratefully,
TODD WILLIAMSExecutive Director, The Commit! PartnershipChair, The Commit! Partnership Board of Directors
KYLE GARDNERDeputy Executive Director, The Commit! Partnership
L
GREAT EXPECTATIONS TRANSLATINGTO A GREATER FUTURE
CONTENTS
2 INTRODUCTION
4 OUR REGION
8 THE 2015 SCORECARD DATA
12 SYSTEMIC PROGRESS
16 OUTCOME AREA DEEP DIVES
26 PARTNERS, ADVISORS, AND INVESTORS
29 FOOTNOTES
Backbone Staff Supporting the Partnership
Andy Canales
Sagar Desai
Jonathan Feinstein
Carissa Grisham
Ron Hadley
Charlie Hatcher
Whitney Holman
Chelsea Jeffery
Sarah Jensen
Ashwina Kirpalani
Gretchen May
Jaime Meyers
Ann Monroe
Erik Moss
Robert Mundinger
Andres Ramos
Jennifer Richardson
3
DALLAS COUNTY: A DIVERSE AND EVOLVING PLACE
If Dallas County were a state, our public Pre-K through 12th grade student population would rank higher than 24 other states. What happens here is important – to our state and our nation.
Much like the rest of America, the people of Dallas County have experienced poverty. We have long been a strong “majority-minority”
area with more than 200 languages spoken in our region. From this rich diversity, together we can create a more inclusive and equitable community in which all students can participate, prosper, and reach their full potential.
Large Family Income Discrepancies Across Our Independent School Districts Dallas County School Districts (% of Total Pre-K – 12 County Enrollment)
Our County is BIG and expanding
• 2.5 million people, greater than 15 states
• 750,000+ Pre-K – 12 and postsecondary
students, with 498,000 (14 ISDs, 36 charter
districts) in Pre-K - 12
• 53,000 (+12 %) more public Pre-K – 12
students
enrolled in 2014-15 than 10 years ago
• 10% of TX, 1% of the U.S. public Pre-K – 12
student population
Our students are a majority minority
• 80%+ are students of color, with 56%
identifying as Hispanic and 24% identifying
as Black
• 3 in 10 students are not native English
speakers (30% English Language Learners)
Poverty is growing
• 72% of our Pre-K – 12 students are
eligible for Free or Reduced Priced Lunch
(Economically Disadvantaged), a 10%
increase over 10 years
• 59% child asset poverty rate in Dallas, 2nd
highest of the 25 largest U.S. counties1
70% - 85% Economically Disadvantaged
<15% Economically Disadvantaged
50% - 70% Economically Disadvantaged
>85% Economically Disadvantaged
Coppell: 3%
Carrollton-Farmers
Branch: 6%
Dallas: 36%
Richardson: 9%
Garland: 13%
Irving: 8%
Sunnyvale: <1%
Grand Prairie: 6%
Mesquite: 9%
Duncanville: 3%
Cedar Hill: 2% Lancaster: 2%DeSoto: 2%
Highland Park: 2%
4
%
%
%
%
%
%
%
%
Pittsburgh
Atlanta
Dallas
Las Vegas
New York, NY
Columbus
Phoenix
AustinHouston
WITH A STRONG FOUNDATION FOR GROWTHCompared to adults with no more than a high school diploma in Dallas
County, those with some college or a college degree1:
• Are 3 times less likely to live in poverty
• Have a 3% lower unemployment rate
• Earn 2 times the median earnings
Increasing the Dallas County adult population with a 2- or 4-year
postsecondary degree by 1% in Dallas County would increase annual
median earnings by $361M1 and strengthen the economy
DALLAS COUNTY HAS THE RIGHT ASSETS AND RESOURCES TO CONTINUE ON THE PATH TO TRANSFORM OUR CITY AND TO IMPROVE THE PREPAREDNESS OF OUR STUDENTS
Exploding job growth: According to Forbes, the Dallas-Fort Worth metropolitan statistical area (MSA) ranks 3rd in the country in year-on-year job growth among 421 MSAs, behind only San Francisco and San Jose.
Strong economy: If Dallas County were a country, it would rank 47th in terms of GDP with a gross regional product of $221 billion, ranking ahead of New Zealand and Qatar.2,3
Supportive philanthropic community: Of the 36 major Dallas County funders surveyed, 32% of 2014 Total Giving went to education totaling $56 million.4
High research activity: 3 universities are newly designated as Tier One - University of North Texas, UT Dallas, and UT Arlington.5
50 Largest Counties in the U.S. (by Population)
Pe
rce
nt
Liv
ing
in
Ass
et
Po
ve
rty
1
Percent of Adults Attaining Some College or Higher1
1.0% increase in education attainment translates to a decrease in asset poverty by 0.8%
70%
60%
50%
40%
30%
20%
10%
0%
0% 20% 40% 60% 80%
5
THANK YOUThe following members of the Data Advisory Council annually review and approve the cradle-to-career indicators on behalf of the Partnership. They also provide data for these indicators on behalf of their respective school districts - and deserve a special “thank you” for their essential guidance and assistance.
Brian WardCedar Hill ISD Dr. Cecilia OakeleyDr. Dorothea WeirDallas ISD Dr. Becky SheppardKathy FerrellDeSoto ISD Missy RoweGrand Prairie ISD Denise BeutelMisty UlreyHighland Park ISD Dr. Whitcomb Johnstone, Chair of Data Advisory CouncilIrving ISD
Creslond Fannin April JanewayLancaster ISD Kimberly AlsbrooksDonna McAdaMesquite ISD Dr. Karen ThierryMomentus Institute Elvia NoriegaRichardson ISD Thomas HayUplift Education
WHY A CRADLE-TO-CAREER SCORECARD MATTERSBy 2030, 60% of Dallas County adults will need to complete some form of education beyond high school to meet workforce needs. To achieve this goal, we must support students on their journey from cradle-to-career and identify where barriers and critical “leaks” in our education pipeline are occuring.
Reflecting the Dallas County public school districts and postsecondary student populations, our 11 cradle-to-career indicators measure achievement at important milestones along this journey to serve as clear markers of our community’s progress in collectively supporting all children to achieve their full potential.
Pre-K Enrollment
Percentage of estimated eligible 4-year-olds enrolled in public or Head Start Pre-K. Total number of eligible students estimated (assuming equal annual cohorts) by using the number of 1st graders who qualify for free or
reduced priced lunch.7
Kindergarten Readiness
Percentage of Kindergarteners passing the district-selected
assessment conducted within the first 60 days of the start of the
school year. 8
Third Grade Reading
Percentage of students meeting Postsecondary
Readiness Standard (75% of questions correct) on STAAR. 9
Fourth Grade Math
Percentage of students meeting Postsecondary
Readiness Standard (73% of questions correct) on STAAR. 9
82% 57% 34% 29%
6
High School Graduation
Percentage of 2010-11 9th grade cohort who started and graduated high school under federal graduation
requirements within 4 years, in 2014. 11
Postsecondary Enrollment
Percentage of 2014 high school graduates
who enrolled in a higher education institution within
1 year of graduation. 12
College Readiness
Percentage of 2014 high school graduates who scored at or
above TEA-defined criterion on either the SAT (1110 on critical
reading and math combined) or ACT (24 composite). 10
Postsecondary Persistence
Percentage of 2013 high school graduates who enrolled and then
returned for a second year of higher education. 13
Postsecondary Completio.
Percentage of 2009 high school graduates who
completed a 2-year or 4-year degree within 6 years of high
school graduation. 14
Establishing an equitable starting line
Ninety percent of a child’s brain develops by age 515, reinforcing the critical importance of early childhood education to a child’s future trajectory. Equitable access to quality early care and education reduces disparities in Kindergarten Readiness, increases subsequent academic success, and decreases later societal costs significantly.16
Setting a solid early academic foundation
National research has shown that students reading on grade level in 3rd grade are four times less likely to drop out from high school, with this number increasing to thirteen times for low-income students17. Similarly, research has shown that students in the lowest quartile of math achievement at ages 6, 8 and 10 are less likely to attendcollege than students who struggle in other subjects.18
Supporting to and through college
The transition from high school to a postsecondary program and credential remains the key gateway to prosperity for individuals, families, and communities. High school graduates earn 33% more over their lifetimes than those who drop out21, and an Associate or Bachelor’s Degree holder earns on average $442,000-$1,051,000 more over a 40-year career than a high school graduate.22
Eighth Grade Science
Percentage of students meeting Postsecondary
Readiness Standard (76% of questions correct) on STAAR. 9
Algebra 1
Percentage of students meeting Postsecondary Readiness
Standard (63% of questions correct) on STAAR. 9
Equipping for the future
Fundamental math and science competencies are cornerstones of our growing STEM economy. At all levels of educational attainment, STEM jobholders earn 11% higher wages compared with their counterparts in other jobs.19 Even for those who do not pursue a related career, students with higher math attainment in high school are more likely to stay on track towards degree completion once entering college.20
33% 36% 14% 84% 59% 48% 28%
7
The Scorecard captures data
from the 14 public school districts
and 36 charter school networks
encompassing 700+ schools
across Dallas County; 498,0006 public school Pre-K - 12th grade
students enrolled in the 2014-
2015 school year and 247,00023
postsecondary students enrolled
in higher education.
THE 2015 COMMUNITY ACHIEVEMENT SCORECARD Pre-K Enrollment as
a % of Eligible 7
Kindergarten Readiness
Fall 2014 8
3rd Grade
Reading 9
4th Grade
Math 9
8th Grade
Science 9
Algebra 1 9
College Readiness
c/o 2014 10
High School Graduation in
4 Years
(c/o 2014) 11
Postsecondary Enrollment within
1 Year
(HS c/o 2014) 12
Postsecondary 1st-Year Persistence
(HS c/o 2013) 13
Postsecondary Completion within
6 Years
(HS c/o 2009) 14
Current Year2014-2015
Change Since 2013-2014
Change Since 2011-2012
82%
57%
34%
29%
33%
36%
14%
84%
No Change
+2%
-2%
-3%
-2%
+4%
No Change
+1%
-1%
+5%
-1%
+2%
+4%
+3%
-1%
+2%
82%
57%
34%
29%
33%
36%
14%
84%
4%
5%
5%
5%
7%
5%
3%
Proficiency Compared to State of Texas
County Average
Gap with State Average
(Where Available)
Proficiency Percentage
Current
Increase
Decrease
Performance Percentage
Performance Compared to State
59%
48%
28%
-3%
No Change
-2%
-3%
-3%
-2%
59%
48%
28%
8
HEADING IN A POSITIVE DIRECTION BUT MUCH WORK REMAINS
The troubling news first: more than
23,000+ students per grade-level cohort
are not achieving key benchmarks along
their journey from 3rd grade to high school
graduation, leading to ~17,000 high school
graduates annually not obtaining a
postsecondary credential within 6 years.
However, the work of the community is
steadily moving the needle in a positive
direction: 16,300 more Dallas County
students are now meeting these key
benchmarks compared to 2011-2012, with
the largest increases in Algebra I and High
School Graduation.
All data 2014-15 school year, except for:
• College Readiness, High School Graduation, Postsecondary Enrollment: High School Class of 2014
• Postsecondary Persistence: High School Class of 2013
• Postsecondary Completion: High School Class of 2009
1,000 students
200 students
Pre-K Enrollment as a % of Eligible
Kindergarten Readiness Fall
2014
3rd Grade Reading
4th Grade Math
8th Grade Science
Algebra 1
College Readiness c/o 2014
High School Graduation in
4 Years (c/o 2014)
Postsecondary Enrollment within
1 Year (HS c/o 2014)
Postsecondary 1st-Year Persistence
(HS c/o 2013)
Postsecondary Completion within
6 Years (HS c/o 2009)
Students Not Meeting Key Benchmarks
23,893
5,369
16,852
23,472
5,053
Change Since 2011-12 in Number of Dallas County Students Meeting
Key Benchmarks
3,640
961
2,602
1,160
585
3,389
82
606
2,501
24,694
25,431
24,253
14,187
447
29116,930
11,659
9
Inequity exists when factors like race, income and language can be
used to predict life outcomes – like our cradle to career indicators.
As the data presented here demonstrates, we are not serving all of
our children equitably. Children of color comprise over 80% of our
student population and nearly three in four children qualify for free
or reduced lunch.
Our collective failure to equally maximize the potential of all our
children is not only morally troubling; it is a threat to our entire
community’s future. After all, our current student body will
soon become the majority of our community... our fellow voters,
employees, and consumers. Their future will have a direct impact
on our entire region.
WE ARE NOT SERVING ALL OF OUR CHILDREN EQUITABLY
RACE Wide disparities exist from cradle to career between Hispanic and
Black students on one hand and White and Asian students on the
other, most glaringly in college readiness. County-wide only 348 Black
high school graduates (out of 6,895) were deemed college-ready.
GENDER Gender disparities on Commit!’s 11 indicators are relatively small,
though a notable gap exists in postsecondary enrollment. Gender
disparities in discipline, in AP/IB exams, and in other areas are not
captured in STAAR and NSC data.
Postsecondary Enrollment
49%
39%
29%
Hispanic
Black
White/Other
6,343
2,130
3,705
5,217
1,176
3,395
5,713
1,760
3,691
6,956
2,179
4,145
845
348
2,748
Postsecondary Enrollment
53%
62%
47%
38%
Male
Female
70%
76%
49%
30%
24%
51%
74%
86%
52%
26%
14%
48%
71%
79%
44%
29%
21%
56%
67%
77%
42%
33%
23%
58%
95%
64%
6%
5%
36%
5,958 5,374 5,939 6,516
6,768 4,860 5,399 7,138
69%
63%
31%
37%
70%
72%
30%
28%
66%
69%
34%
31%
65%
62%
35%
38%
Hispanic
Black
White/Other
94%
51%
61%
71%
3rd Reading 4th Math 8th Science Algebra 1 College-Ready 3rd Reading 4th Math 8th Science Algebra 1
Male
Female
Enrolled Not EnrolledEnrolled Not Enrolled
Enrolled Not Enrolled
Percent of Public Pre-K
through 12 PopulationMale 53%Female 47%
Percent of Public Pre-K
through 12 PopulationHispanic 56%Black 24%White/Other 20%
Not Postsecondary
Ready PacePostsecondary
Ready Pace
Not Postsecondary
Ready PacePostsecondary
Ready Pace
10
INCOME Compared to 61% of their more advantaged peers, 54% of
economically disadvantaged students enrolled in college. However,
lower income students are graduating from high school dramatically
less ready for college. Their 6% college readiness rate is almost six
times lower than their more more affluent peers.
LANGUAGE For students learning English, the disparities with their peers widen
as they grow older. Those deemed English Language Learners (ELL)
represent the student group least likely to enroll in postsecondary
education (31%).
Postsecondary Enrollment
31%
41%
69%
Non ELL
ELL
8,742 6,978 10,444 12,707
Postsecondary Enrollment
46%
39%
Economically Disadvantaged
Non-Economically Disadvantaged
7,698 5,977 6,634 7,881 1,197
4,878 4,205 4,701 5,736 2,744 4,015 3,268 896 957
72%
49%
28%
51%
77%
54%
23%
46%
73%
53%
27%
47%
70%
51%
30%
49%
94%
67%
6%
33%
61%
73%
39%
27%
68%
76%
32%
24%
62%
87%
38%
13%
60%
84%
40%
16%
59%54%
61%
3rd Reading 4th Math 8th Science Algebra 1 College-Ready 3rd Reading 4th Math 8th Science Algebra 1
Economically Disadvantaged
Non-Economically Disadvantaged
Not Postsecondary
Ready PacePostsecondary
Ready Pace
Non ELL
ELL
Enrolled Not Enrolled
Percent of Public Pre-K
through 12 PopulationNon ELL 30%ELL 70%
Enrolled Not Enrolled
Percent of Public Pre-K
through 12 PopulationEconomically Disadvantaged 72%Non-Economically Disadvantaged 28%
Not Postsecondary
Ready PacePostsecondary
Ready Pace
11
EARLY MATTERS DALLAS
NETWORK SPOTLIGHT: PRE-K
REGISTRATION CAMPAIGNDallas County stakeholders are more aligned than ever in tackling educational challenges together across the cradle-to-career continuum. Driven by data and a common purpose, the progress made has demonstrated the power of collaborative action and led to new systemic partnerships to benefit children.
To centralize parent communications and better
predict district staffing needs, Dallas ISD and
Grand Prairie ISD agreed on a common Pre-K
registration week for parents in spring 2014.
Motivated by this success, DeSoto ISD, Irving ISD,
and Lancaster ISD decided to join and align on
the common Pre-K registration week in 2015.
Thanks to the efforts of more than 100 partners,
start-of-year Pre-K enrollment increased by more
than 1,390 students (10% increase over 2014).
In 2016, nine districts, representing 80% of the
County’s 4-year-old Pre-K enrollment gap, are
aligned on a common registration period with
the goal of helping more students register for
Pre-K and develop skills and knowledge to be
successful in Kindergarten and beyond.
9 ALIGNED DISTRICTS FOR 2016
NEW REGIONAL INITIATIVES ARE CREATING UNPRECEDENTED LEVELS OF ALIGNMENT
In 2015, the Partnership effectively advocated for the critical statewide passage of House Bill
4 to expand Pre-K funding and other opportunities improving the odds for our children ages
0-8. Building on that momentum, Early Matters Dallas was formed last fall as a coalition of
business, civic, education, philanthropic and nonprofit organizations and volunteers working
to raise awareness about the importance of high-quality early education and to make a
strong case for increased investment in this critical area, focused on five levers:
1. Improve the quality of early childhood education
2. Increase access to quality early childhood education
3. Ensure awareness and demand for quality early learning
4. Extend the continuum of care to support children and families from birth
5. Ensure sufficient resources are available to enable the work in the other 4 levers
Early Matters Dallas is powered and supported by the institutions listed below. For more
information please visit earlymattersdallas.org.
Dallas
Richardson
Mesquite
Irving
Coppell
Grand Prairie
LancasterDeSotoDuncanville
12
The broader nation is taking interest in the transformative work the Partnership is doing to improve the odds for our learners. Attracted by the scale of Dallas County - and the unprecedented alignment of districts, funders, and nonprofits - new partners and foundations are approaching the Partnership with a sincere desire to invest in our efforts, setting us up for accelerated growth.
OUR PROGRESS IS ATTRACTING HIGH-CALIBER PARTNERS FROM OUTSIDE THE STATE
Investment to Accelerate Progress Towards Systems Change
Investment Towards Early Childhood, Community-Focused Outcomes
Strengthening Educator Pipelines Throughout the Region
StriveTogether and five national investors
have named Dallas County as one of the first
six Accelerator communities receiving up to
$700,000 in catalytic investment through
2018 to drive systems changes and improve
educational outcomes. Funding and national
assistance will create sustainable impact by
strengthening the region’s data, engagement,
and communications capabilities.
Teacher effectiveness is the single most
influential factor to a student’s academic
progress. Yet in Dallas County, over half
of our entering teachers are certified through
programs lacking the hands-on experience
and coaching that prepares them to be effective.
Regional and national partners alike are working
systematically to transform the educator pipeline
to help more children achieve their dreams.
Examples include:
College Football Playoff
Foundation has devoted
$2M to elevate teaching,
including two regional
Teacher Summits.
Urban Teachers selects
Dallas County as first
expansion site for its
teacher residency program.
Inspired by the
strong potential
and momentum
in Dallas County,
national support
from the W.K. Kellogg Foundation will advance
early childhood outcomes with a specific focus
on building neighborhood capacity in Dallas’ South
Oak Cliff neighborhood through community and
family engagement.
SMU was named one of
six inaugural U.S. PREP
National Center providers
committed to transforming
their teacher preparation
program in partnership
with K-12 school districts.
Investment Towards Early Childhood Brain Building
Building on its
strong early learning
focus, in 2015 the
Partnership became
one of the first communities to activate Vroom. An
initiative of the Bezos Family Foundation, Vroom
provides activities to encourage more brain building
moments between parents and their children in the
first five years of life.
Investment Towards Postsecondary Attainment
Motivated by the
comprehensive
approach and
momentum established
in Dallas County, the national support from the
Lumina Foundation is accelerating progress toward
increasing the number of students who go on to
earn high-quality degrees, certificates, and other
credentials across the county.13
Democratizing Data Access
The Cradle-to-Career Data Dashboard (available at data.commit2dallas.org) provides community members with easy access to public education data. The Dashboard serves many different functions; parents can look up campus information for any district in Texas, and nonprofit leaders and funders can identify geographic areas of opportunity and need.
Delivering Analytical Insights to Improve Instruction
The Dashboard’s Campus Benchmarking pages help K-12 district leaders compare disaggregated student performance, identify campuses performing above expectations, and learn about promising practices to bring back to their community.
20 School Districts and Colleges are Innovating to Increase College Access
Using heat maps to find where low-income students are not completing applications to access free federal aid, partners have provided 14+ free community workshops where opportunity is greatest, with 100+ partners rallying in support.
PARTNERS ARE MAKING EVIDENCE-BASED DECISIONS USING DATA
Using Data to Elevate the Impact of Partners
Bright spots shine across Dallas County—in districts, colleges, nonprofits, and other partners. Starting January 2016 the Commit! Partnership is publishing more stories of impact into its new “Bright Spots“ blog series to raise awareness of the positive community work and inspire behavior and systems changes.
HIGHLIGHTED STORY
14
P3 Network
Vickery
MeadowBachman Lake
Together
Collaborative A.C.T.I.O.N.
The School Zone Jubilee Park
WINS
The Commit! Partnership
HIGHLIGHTED STORY
13
Schools and neighborhoods are where partners do the work to support children’s learning. Within local places, the Commit! Partnership deepens its work, aligns unique community assets, and helps lift up effective practices to improve outcomes for students and families.
Equipping and Empowering Place-Based “Backbones”
Throughout Dallas, local “backbone” entities organize to coordinate change with partners in specific communities. The Commit! Partnership has coalesced these backbones into a learning community to share local data, guide creation of effective local leadership tables, and mobilize residents for educational outcomes.
Collectively representing more than 70,000 students, 52 years of experience, 39 staff members and hundreds of partner organizations, place-based efforts are vital to the overall success of the region and serve some of our community’s areas of greatest need.
LOCAL COMMUNITIES ARE ENGAGING WITH EACH OTHER IN NEW WAYS
Rallying Together for Early Childhood in South Oak Cliff
Beginning in the 2013-14 school year, the Commit! Partnership launched its early literacy efforts in Dallas ISD’s South Oak Cliff feeder pattern. Led by feeder pattern Executive Director Usamah Rodgers, elementary schools have continued to improve grades K-3 reading proficiency through effective data use and professional development.
Alongside schools, local nonprofits and community-based organizations formed an Early Childhood Action Network. Together they helped 366 students register early for Pre-K in spring 2015, an increase of 115 above 2014. Five area summer programs teamed up to reduce summer learning loss, providing individualized reading support to more than 150 K-3 students (more on page 19).
Just as important, youth and resident leaders are reclaiming the future of South Oak Cliff. Programs like the All Stars Project, ServiceWorks and the Mayor’s Rising Star Council are cultivating the next generation of leaders, while neighborhood associations and organizations like Empowering Oak Cliff, For Oak Cliff and Hispanic Families Network are engaging a broad range of residents, parents and young professionals to strengthen the community.
Bachman Lake Together, supported by the Zero to
Five Funders Collaborative, is coordinating the work of multiple service providers
to create a dual-generation approach to improve school
readiness for more than 13,000 parents and students.
Supported by the Budd Center
at SMU, The School Zone in West Dallas and North Dallas
is learning how to deliver and use data in a way that
helps schools and nonprofits collaborate to provide targeted
interventions for students during out-of-school time.
Jubilee Park is strengthening its after-school program, providing a space where
youth want to be and where they improve academically.
Student retention and reading proficiency are both on the rise.
The P3 Network is bridging public and private schools in
support of early reading success for all kids through mentoring
and tutoring, professional development, and literacy-rich
classroom environments.
15
Still, the need for affordable, quality learning environments for children ages 0-5 remains significant
For parents working full-time jobs, affordable quality care is needed outside the home. Yet the average annual cost of quality care ranges from $8,268-$9,62026, representing nearly 40% of the income for a family of four living in poverty. To reduce child care costs, families seek child care assistance or enroll in free, income-based programs like Head Start, but additional funding for quality and greater family awareness are needed to meet local demand.
SCHOOL READINESS
Even with this growth, an estimated 34,032 Pre-K eligible 3- and 4-year olds are not being served by districts or Head Start.
Pre-K parent awareness is making a difference
In April 2014, Dallas ISD and Grand Prairie ISD aligned for the first time on a common spring registration period to make it easier for parents to enroll their children in Pre-K. With the support of nearly 100 partners, this alignment paid off in increased enrollment - setting the stage for five Dallas County districts to align in spring 2015, with more than 100 partners promoting. Nine districts will align in spring 2016.
Head Start and Early Head Start
Workforce-subsidized Childcare
4,644
7,688
With 3,196 children ages 0-5 on waitlists, additional funding for quality is needed to provide these children and their families with the early education opportunities they seek.
766
2,430
Enrolled
Waitlisted
Early Childhood Education sets the stage for all children
Kindergarten readiness is a crucial benchmark in a child’s educational journey, with school readiness limiting subsequent academic achievement in 3rd grade reading and 4th grade math across districts with diverse demographics. To ensure that all our children are prepared to succeed throughout their schooling and beyond, a focus on school readiness is paramount.
Irrespective of income, no district surpasses its Kindergarten readiness achievement level.
Economic Disadvantage 50%-70%
Economic Disadvantage Greater Than 70%
Economic Disadvantage Less Than 50%
Kindergarden Readiness
3rd Grade Reading
4th Grade Math59% 56% 40% 34% 29% 23%82% 61% 51%
2013-14 Pre-K Enrollment
as % of Estimated
Eligible Population
2014-15 Pre-K Enrollment
as % of Estimated
Eligible Population
71% 76% 12,841 14,232
Dallas and Grand Prairie ISDs Dallas, DeSoto, Grand Prairie, Irving, and Lancaster ISDs
+4.9% +1,391
2014-15 Achievement Rates by District Economics 8, 9
Pre-K Enrollment in Relation to Community Campaign 7, 24
Head Start, Early Head Start, and Workforce-Subsidized Childcare Enrollment and Waitlists 25
Start of 2014-15
School Year
Start of 2015-16
School Year
16
• Parkland Hospital is starting a new program titled ‘Read to Me’ to give away 14,000 free bilingual books a year to moms who have just given birth.
• 23 local organizations successfully advocated to integrate provisions into the Governor’s bill to grow quality Pre-K funding by up to $1,500 per student and increase Pre-K data transparency.
• The TX Department of Family and Protective Services was awarded $3.4 million to implement Healthy Outcome’s through Prevention and Early Support (HOPES) and increase protective factors for at-risk Dallas County families.
ADDITIONAL MOMENTUM
Kindergarteners are entering school behind
(43%), limiting their future achievement.8
To empower parents as their child’s first teacher, over 35 partners are sharing the importance of early brain development with 2,000 parents of children ages 0-5. To assist in this, the Bezos Family Foundation developed Vroom, a set of resources including: a free mobile app, activity tip cards, and information about how the brain develops most rapidly in the first five years. Dallas County was chosen as 1 of its first U.S. Vroom launch sites because of the Early Childhood momentum here.
Amber, a mother of two exposed to Vroom through a local community center event, has seen the benefits in her family. While Amber knew early education was important for her children (ages 1 and 9), Vroom taught her simple ways to bring brain development into her home. While the app reinforced a few strategies she already used with her 1-year-old, she learned activities she “would never have thought of.” Everyday chores became fun brain-building moments to bond. Her 9-year-old daughter even joins in on the fun, using Vroom during playtime with her brother.
Stories like Amber’s are the human side of the early childhood gains Dallas County community members have enabled in working together to ensure every child arrives at school ready.
HIGHLIGHTED STORY
16,850
17
13
Attending school regularly is essential to students gaining the academic and social skills they need to succeed
According to national research, chronic absence,
or missing 10% of the academic year, starting in
the very earliest grades can result in third graders
being far behind in reading. In Dallas County,
elementary schools with high rates of attendance
(97.2% and above) perform 16% better in both
Math and Reading than schools in the bottom
third of attendance.
EARLY MATH AND LITERACY
Early grades learning networks are making a difference
Collaborative action networks with 22 elementary schools in Dallas ISD and DeSoto ISD are showing the power of data and partnership in raising early learning outcomes. School principal data meetings, teacher learning communities, and out-of-school partnerships have helped 491 more grades K-3 students in the South Oak Cliff and Molina feeder patterns achieve literacy proficiency since 2012-13.
491 more grades K-3 students are on track in reading in South Oak Cliff and Molina High School feeder patterns.
Schools with 13-20% Mobility
Schools with 20%+ Mobility
Schools with 0-13% Mobility
Schools with low rates of student mobility perform nearly 20% better in both Math and Reading.
Dallas County students are making significant progress on NAEP; room for growth remains
Every two years U.S. students take the National Assessment of Educational Progress (NAEP), also referred to as the Nation’s Report Card. Dallas students have progressed significantly in 4th grade math over 4 years, increasing their average scale score by 5 points-compared to -1 nationally. Moreover, Economically Disadvantaged, Black, and Hispanic students outscore their national peers by 7, 4, and 8 points, respectively. Even with this progress in math, greater room for growth in reading remains.
Economically Disadvantaged, Hispanic, and Black students in Dallas perform better on 4th grade math than their peers nationally.
Economically Disadvantaged
Students
Black StudentsAll Students Hispanic Students
National Average 2015
Dallas Average 2015
240 238 229 236 228224 238230
3rd Grade Reading
4th Grade Math
48% 38% 31% 26% 26% 21%
Schools in Middle Third of Attendance (96.8%-97.2% Rate)
Schools in Bottom Third of Attendance
(<96.8% Rate)
Schools in Top Third of Attendance
(>97.2% Rate)
Schools with high attendance rates have more students reaching a college-ready standard.
% College-Ready Pace on 3rd
Grade Reading & 4th Grade Math
39% 32% 23%
Students at Tier 1 on Istation (on Grade Level)
Students below Tier 1 on Istation (Not on Grade Level)
Dallas ISD and DeSoto ISD are now taking early grades data reporting and teacher “Reading Academy” in-year professional development supports to scale.
2014 NAEP 4th Grade Mathematics Average Scale Score 27
Students Meeting College Ready Standard Rates by Campus Mobility 6, 9
Number of Students Reading On Grade Level in May from 2013-2015 28
Students Meeting College Ready Standard Rates by Campus Attendance 6, 9
2012-13
2013-14
2014-15
577
825
1,068
1,700
2,257
1,815
+7 +4 +8
18
• An anonymous “Secret Santa” donor contributed $200,000 in books to 17 low-income elementary schools to support 4,500 students.
• The Perot Museum launched the Kosmos Energy STEM Teacher Institute, a free professional development program for over 150 teachers to increase student engagement in math and science.
ADDITIONAL MOMENTUM
of students in a high-poverty feeder pattern remained behind or
declined in their reading proficiency during the summer.29 Nationally,
low-income students lose 2 months of reading profiency in the
summer.30
1/3
HIGHLIGHTED STORY
Responding to local data showing that 70% of rising 1st to 3rd grade students in Dallas ISD’s South Oak Cliff (“SOC”) feeder pattern decreased or remained behind in reading proficiency over summer 2014, five program providers joined forces to address summer learning loss in SOC in 2015.
With Istation licenses generously provided by Istation, the Today Foundation, and Tackle Tomorrow, over 120 elementary students received individualized reading support. Additionally, experienced educators partnered at two sites to deliver targeted, small group instruction to students.
The results: across the five sites, 60% of students grew in their reading proficiency or stayed on grade level. At the two sites with teacher support, nearly 3 in 4 students improved their reading proficiency. Looking ahead to 2016, Dallas ISD, the Dallas Park and Recreation Department, Istation, the Today Foundation, The Tackle Tomorrow Program, and the Commit! Partnership are working together to expand this model to reach more students. 19
COLLEGE ACCESS AND SUCCESS
More students are accessing dual credit opportunities
Increasing students’ exposure to rigorous coursework - including dual credit, AP/IB, and early college high school programs - helps prepare more students to succeed in college. In 2014-15, 2,183 additional students enrolled in dual credit courses, making them three times more likely to earn a passing GPA in their first year of college and 26% more likely to earn a college credential in six years.
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
4,347
5,158
5,733
5,560
4,867
7,050Dual-Credit Enrollment for Dallas County High School Students 32
Dual credit enrollment increased by 44% from 2013-14 to 2014-15 for Dallas County students.
More students are taking proactive steps to address financial enrollment barriers
The perception that college is unaffordable
prevents students from accessing postsecondary
education. From 2013 to 2015, Dallas County
FAFSA completion rates have increased from
40% to 43%. However, low-income Dallas County
high school seniors left at least $30 million on the
table last year by not completing the FAFSA, the
application for need-based aid.34
Economically Disadvantaged
Seniors
FAFSA Filers
17,227 27,905
11,928
5,300 Economically Disadvantaged students missed out on
at least $30 million in federal financial aid in 2015.
Nearly a third of Dallas County college students require at least one remedial course
Students requiring developmental education are less likely to complete college. Of the students in the Dallas County class of 2012 that required math remediation upon entering college, only 13% went on to complete a credit-bearing course within one year. Additionally, more than 40% of students did not meet TSI readiness standards upon high school graduation in five of Dallas County’s 15 school districts.
For the class of 2013, 31% of Dallas County
students required at least one remedial
course that would not count towards their
graduation requirements.
Math Remediation Only
Any Remediation Reading Remediation Only
31%
19% 19%
High School Graduates Requiring Remedial Courses 31
FAFSA Filers Compared to Overall and Economically Disadvantaged High School Senior Population 33
27,905
All 2015 Seniors
+2,183
20
• 100+ partners are working together to make college more affordable for students by supporting FAFSA completion efforts; last year, 40+ high schools hosted their own independent FAFSA workshops to support students directly.
• The Dallas County Community College District is collaborating with Dallas County K-12 to increase dual-credit enrollment by aligning processes, reducing remediation, and providing greater informational transparency.
• Students across Dallas County have come together as a regional student advisory group. These Student Ambassadors are utilizing peer-to-peer communication to spread the word about college affordability on their campuses.
ADDITIONAL MOMENTUM
of high school graduates complete college within
six years. 16,900 do not.14
28%
HIGHLIGHTED STORY
For seniors, the summer after high school graduation can be difficult to navigate; counselors are often unavailable and students are not yet connected to a college campus. Without these supports, many seniors face hurdles enrolling in college and fall off track, or “melt,” not enrolling in any postsecondary program.
To address this “summer melt” in Dallas County, four school districts and 11 colleges launched a proven, collaborative effort that complements text-message reminders on college milestones with real-time counseling. Over 1,000 students participated in the pilot year with 70% responding to at least three texts. Given the program’s early success, three addtional partners have joined for year two.
Informed by this effort, partners have made significant changes: districts are proactively making summer transcripts more easily available, supporting students over the summer using innovative resourcing approaches, and collaborating with colleges to discuss interventions for specific students who face enrollment roadblocks. 21
Over one-third of college students earn below a “C” average in their first year
Of the 14,100 Dallas County high school graduates that enrolled in a public Texas college (2-year or 4-year) in 2013, almost 4,500 had an average GPA lower than 2.0 in their first year of college. The effective rate of 34% is 2% lower than high school graduates in 2012 and 4% lower than the rest of the state.
Two out of five students transferring to 4-year universities struggle to complete
Of the 3,000+ students who transferred from
Dallas County Community College District to
a 4-year university in 2010, only 60% (3 in 5)
earned a 4-year credential within four years
of transfer. As more students look to enroll in
community college to complete their basics, it is
critical to ensure that the appropriate supports
are in place for students looking to transfer.
Nearly half of postsecondary completers earn a low wage
While more and more Dallas County adults are earning college degrees, many students who earned degrees in 2013 - over 13,000 – found themselves employed in jobs paying less than $30,000. It will be increasingly critical in the coming years to not only increase the number of college graduates but to ensure that these degrees are in fields with significant earnings potential.
HIGHER EDUCATION/WORKFORCE
2.0 - 2.99< 2.0 3.0 - 4.0
2013 Dallas County High School Graduates: First-Year GPA in Texas Public Institutions 35
34% 32% 34%
More than 1/3 of Dallas
County graduates enrolling
in college have a GPA
less than 2.0.
Did Not Graduate Graduated
39% 61%
Nearly 1,200 students
transferred to a 4-Year
Institution from community
college and did not receive
a degree within 4 years
of transferring.
Graduation Rates for Dallas County Community College District Students Who Transferred to a Public Texas University 36
47% of award recipients
from regional colleges
were earning less than
$30,000 annually within
a year of graduation.
3,065 total transfers
26%7%47%
< $30,000
$30,001 - $40,000
First-Year Wages for Texas Public Education Award Completers 37
20%
$40,001 - $50,000
> $50,001
28,151 graduates
22
• Seagoville High School is collaborating with a local corporate partner to develop the Pathways to Technology Early College High School, which helps students graduate high school and earn an Associates degree in a high-demand field.
• PerScholas - a national nonprofit that provides access to technology and education – started in March 2015. In year one, 30% of students were women, 88% of students graduated from the program, and graduates earned an average hourly wage of $15.08.
• YearUp is expanding its footprint to Dallas in 2016. YearUp is a national nonprofit that combines hands-on skill development, college credits, and corporate internships to prepare students for success in professional careers and higher education.
ADDITIONAL MOMENTUM
of Dallas County adults older than 25 have a
Postsecondary Credential, short of the 60% goal for
Texas’ 60X30.1
35%
HIGHLIGHTED STORY
Dallas County school districts have developed a robust infrastructure of Career & Technical Education (CTE) programs to help students find living-wage jobs in a career field that offers lifelong learning opportunities.
One example is the progress at Dallas ISD through their College & Career Readiness programs. From the 2013-2014 to 2014-2015 academic year, Dallas ISD increased the number of students who took Career Certification exams from 1,442 to 3,621 students - a big gain from 310 in 2010-11. In total, Dallas ISD has seen an eleven-fold increase in students taking certification exams in the last four years alone.
To achieve these goals, Dallas ISD has taken several aggressive efforts, including: increasing capacity by offering additional support for exam administration, eliminating financial barriers by purchasing students’ exams, advancing the magnet schools in the district, and helping develop high-quality classroom instruction with industry partners.
23
Teachers are trained through multiple pathways
Many preparatory options are available to an aspiring teacher seeking certification, including programs provided through universities and for-profit and nonprofit alternative certification programs. These programs vary significantly in the level of hands-on experience and feedback provided prior to a teacher candidate’s placement as lead teacher in the classroom, with university-based programs frequently offering the most field experience.
Variance in pre-service training is reflected in retention rates
Teachers coming from alternative certification
programs, without significant in-classroom
experience prior to the first year as a lead
teacher, leave their districts at much higher
rates in the early years of teaching. Hands-on
experience and coaching during certification sets
up a teacher’s long term success in the classroom
- and success for their students.
Highest-need districts face highest teacher turnover
Low retention of newly hired teachers disproportionately impacts the districts with the highest levels of student poverty. Efforts to bring new high-quality providers to DFW, as well as grow student demand for high-quality programs, will help to reduce the “revolving door” effect experienced in many urban classrooms.
EDUCATOR PIPELINES
19 percentage points higher turnover in high-poverty schools by Year 4.
Year 4Year 2
Less than 50% Economically Disadvantaged
50% - 70% Economically Disadvantaged
More than 70% Economically Disadvantaged77% 75% 46% 38%82% 57%
Retention Rate of Dallas County Teachers Hired in 2010-11 by Level of Poverty in Schools They Serve 38
30% of newly hired
teachers are trained in university-based programs.
1,6111,8872,136
University-Based
For-Profit ACP
Certification Source of Newly Hired Dallas County Teachers (2014-15) 38
812
Nonprofit ACP
SBEC/TEA
7,038 total
Undetermined
592
30% 27% 23% 12% 8%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
2010-11 2011-12 2012-13 2013-14 2014-15
University total
Nonprofit ACPs
For-Profit ACPs
SBEC/TEA
Retention Rate of Dallas County Teachers Hired in 2010-11 by Certification Source 38
15% retention gap between teachers trained through universities and teachers trained through for-profit alternative certification.
24
• The Dallas County Community College District will launch a new Early Childhood Institute to enhance teacher preparation and meet a 4,300+ educator need.
• Dallas County is becoming a growing center of excellence for teaching, from Urban Teachers choosing the region as its first expansion site to UNT-Dallas hiring a new dean and evolving its school of education to serve the growing opportunities.
• The College Football Playoff Foundation has devoted $2M to date to elevate teaching, including its 2nd regional Teacher Summit in Dallas.
ADDITIONAL MOMENTUM
New teachers with less than three years of
classroom experience are 2 times as likely to teach in high-minority, high-poverty schools.39
HIGHLIGHTED STORY
Effective teachers are the single most important school-based factor for student achievement. Understanding the crucial importance of providing students with a consecutive string of effective educators, Dallas ISD restructured its teacher performance and evaluation system to better identify and reward teacher quality and support growth. While the former system compensated teachers primarily based on tenure, DISD’s newly implemented nine-tiered performance evaluation system evaluates inputs including observed performance, student achievement and student surveys.
Robust data on teacher effectiveness enables DISD to target recruiting from proven effective teacher preparation programs and equitably distribute highly effective teachers across the district, with additional supports and talent directed at highest-needs schools.
25
LEADERSHIP COUNCIL MEMBERS
Nicole AndersonPresident, AT&T Foundation
Patricia ArvanitisExecutive Director, Leadership ISD
Heather Ashwell-HairSecretary, Texas PTA
Peter BeckExecutive Chairman, The Beck Group
Yasmin BhatiaCEO, Uplift Education
Lew BlackburnTrustee, Dallas ISD
Cheryl BoswellVice President and Executive Director, Health and Wellness Alliance for Children
Mary BrumbachChief Strategic Initiatives Officer, Dallas County Community College District
David ChardDean, SMU - Simmons School of Education and Human Development
Brent ChristopherPresident & CEO, Communities Foundation of Texas
Trisha Cunningham Chief Citizenship Officer, Texas Instruments Foundation
Bruce EsterlineSenior Vice President for Strategic Initiatives and Grants, The Meadows Foundation
Angela FarleySr. Vice President of Education, Dallas Regional Chamber
Regen FearonEarly Matters Dallas
Florencia FortnerPresident & CEO, The Concilio
Kenneth GilbertCEO, Head Start of Greater Dallas
Marnie GlaserThe Budd Center: Involving Communities in Education
Charles GloverSenior Program Officer, The Meadows Foundation
Scott GriggsHead of School, Greenhill School
Alexandra HalesExecutive Director, Teach For America-DFW
Christina HangerCEO, Dallas AfterSchool
David HarrisSuperintendent, DeSoto ISD
Patrick HaughCEO, Teaching Trust
Michael HinojosaSuperintendent, Dallas ISD
Margaret HirschPresident, The Hirsch Family Foundation
Stacey HodgeDallas Director, Stand for Children
Susan HoffChief Strategy, Impact & Operations Officer, United Way of Metropolitan Dallas
Richard HoltSVP, Dallas Market President, Bank of America
Susan Simpson HullSuperintendent, Grand Prairie ISD
Lee JacksonChancellor, University of North Texas System
Mary JalonickPresident & CEO, The Dallas Foundation
Larry JamesPresident & CEO, CitySquare
Whitcomb JohnstoneDivision Director of Planning, Evaluation & Research, Irving ISD
Michelle KinderExecutive Director, Momentous Institute
Laurie LarreaPresident, Workforce Solutions of Greater Dallas
Libby McCabeDirector of Advocacy and Governence, Commit! Partnership
Tanya McDonaldFounder, After the Bell Alliance
Michael McFarlandSuperintendent, Lancaster ISD
Linda McMahonPresident & CEO, The Real Estate Council
Bob MongPresident, UNT-Dallas
Mike MorathCommissioner, Texas Education Agency
Anne MotsenbockerPresident and Regional CEO, JP Morgan Chase Foundation
Alice MurrayPresident, Dallas Citizens Council
Regina NippertExecutive Director, The Budd Center: Involving Communities in Education
Dawson OrrClinical Professor and Chair, Department of Educational Policy and Leadership, SMU - Simmons School of Education and Human Development
Scott OrrVice President of Public Affairs, Fidelity Investments
Jose ParraSuperintendent, Irving ISD
Dale PetroskeyPresident, Dallas Regional Chamber
J. PuckettSenior Partner and Managing Director, The Boston Consulting Group
Mike RawlingsMayor, City of Dallas
Eric ReevesFounder and Managing Director, HighSTEPS, LLC
Orlando RiddickSuperintendent, Cedar Hill ISD
Mark Rohr CEO & Chairman, Celanese
Jessica SampsonCEO, United Way of Metropolitan Dallas
Florence ShapiroRetired, Texas State Senate
Christopher ShawExecutive Vice President, George and Fay Young Foundation, Inc.
Nicole SmallPresident and Chief Philanthropy Officer, Lyda Hill Foundation
Jeremy SmithExecutive Director, Rainwater Charitable Foundation
Michael SorrellPresident, Paul Quinn College
Aleta StampleyBoard Chair, Reading Partners of North Texas
George TangChief Operating Officer, Educate Texas
Anne ThomasExecutive Director, AVANCE Dallas
Paula TuricchiSVP of Women & Infants Specialty Health, Parkland Health & Hospital System
Kay WaggonerSuperintendent, Richardson ISD
Todd WilliamsExecutive Director, Commit! Partnership
Ellen WoodFounder and CEO, Teaching Trust
Cynthia YungExecutive Director, Boone Family Foundation
Over 60 Community Leaders Helping Guide the Partnership’s Work
26
EARLY CHILDHOOD Child Care AllianceChild Care GroupEducational First StepsHead Start of Greater DallasMi Escuelita PreschoolZero to Five
Funders Collaborative
K-12 SYSTEMS/SCHOOLSAlcuin SchoolBishop Dunne Catholic SchoolCedar Hill ISDCoppell ISDDallas ISDDeSoto ISDDuncanville ISDEpiscopal School of DallasGood Shepherd Episcopal SchoolGrand Prairie ISDGreat Hearts AcademiesGreenhill SchoolHarmony SchoolsHighland Park ISDInternational Leadership of TexasIrving ISDJesuit College PreparatoryKIPP DFWLancaster ISDMesquite ISDMomentous InstituteParish Episcopal SchoolResponsive Education SolutionsRichardson ISDShelton SchoolSt. Mark’s School of TexasTexas CAN AcademiesThe Hockaday SchoolThe Lamplighter SchoolThe Winston SchoolTrinity Basin PreparatoryUplift EducationVillage Tech Schools
HIGHER EDAustin CollegeDallas County Community
College DistrictParker UniversityPaul Quinn CollegeSouthern Methodist UniversitySTARS Program – UT
Southwestern Medical Center at Dallas
Texas A&M University – Commerce
Texas Woman’s UniversityUniversity of DallasUniversity of N. Texas – DallasUniversity of North Texas University of Texas – DallasUniversity of Texas at Arlington
FOUNDATIONSBoone Family FoundationCarl B. and Florence E.
King FoundationCommunities Foundation
of TexasEugene McDermott FoundationGeorge & Fay Young FoundationHarold Simmons FoundationMeadows FoundationTexas Instruments FoundationThe Dallas FoundationThe Hoglund FoundationTodd & Abby Williams Family
FoundationUnited Way of
Metropolitan DallasVickery Meadow Youth
Development FoundationWoodrow Wilson High School
Community FoundationYoung Women’s
Preparatory Network
PARENT AND TEACHER GROUPSAVANCE DallasRegion 10 Education
Service CenterStand for ChildrenTeach for America DFWTeaching TrustTexas PTAThe Concilio
BUSINESS/WORKFORCE/CIVICAT&TBain & Co.Bank of AmericaBoston Consulting GroupCapital OneCitibankComericaDallas Citizens CouncilDallas Mayor Mike RawlingsDallas Regional ChamberErnst & YoungFidelity InvestmentsFossil GroupGE CapitalGranite PropertiesGreater Dallas Hispanic ChamberIstationJPMorgan ChaseLIT OnLineNorth Dallas ChamberSignazon.comTexas InstrumentsThe Beck GroupThe Real Estate CouncilUnivisionWorkforce Solutions
Greater Dallas
NONPROFIT AND FAITH BASEDAberg Center for LiteracyAcademic Success ProgramAdmission AidAfter the Bell Alliance
After-School All-Stars North Texas
Behind Every DoorBig ThoughtBold IdeaBoys & Girls Club of
Greater DallasBryan’s HouseCamp Fire Lone StarCaring Loving All Youth (CLAY)Catch Up and ReadCatholic Charities of Dallas, Inc.Children At RiskChildren’s HealthCity YearCitySquareCommunities In SchoolsDallas AfterschoolDallas Arboretum and
Botanical GardenDallas Canyon Audobon CenterDallas Children’s TheaterDallas Community
Fellowship CenterDallas Public LibraryDallas Symphony OrchestraDallas Urban Debate AllianceDogwood Canyon
Audubon CenterDove Christian
Fellowship InternationalEducate TexasEducation is FreedomEducation Opens DoorsEducation PioneersEmpower American ChildrenEmpowering Oak CliffFirst3YearsFoundation for C.H.O.I.C.E.Friends of MLKFriends of Wednesday’s ChildGirl Scouts of Northeast TexasGranny’s Place Ministries, Inc.Holistic Education Institute
Interlink North Central TexasJubilee Park & Community CenterJunior AchievementJunior League of DallasJunior PlayersJust Say YESLeadership ISDLemonade DayLiteracy Instruction For TexasMercy StreetNAPE (National Association for
Partnerships in Equity)National Math & Science InitiativeNHP FoundationNorth Texas Alliance to
Reduce Teen PregnancyPerot Museum of Nature
and ScienceProject TransformationPromising Youth AllianceRainbow DaysReaders2LeadersReading PartnersReady to WorkREAL School GardensReasoning MindScholarshotServe West DallasSkillQuestSMU’s CCE – The School ZoneTeCo Theatrical ProductionsTexProtectsThe Princeton Review DallasTrinity River Audobon CenterTrinity River MissionTutorMateUniteUnlocking DoorsVictims OutreachWesley Rankin
Community CenterWest Dallas Community CentersWiNGSYMCA of Metropolitan Dallas
COMMIT! PARTNERS182 Partners Driving Strategy and Regional Collaboration
27
CORPORATIONS & FOUNDATIONS
AT&T Foundation
Bank of America
Bezos Family Foundation
Boone Family Foundation
Boston Consulting Group
Capital One
Carl B. & Florence E. King Foundation
Charles & Lynn Schusterman Family Foundation
Citibank
Communities Foundation of Texas (CFT)
CFT Giving Day
College Football Playoff Foundation
Dallas County Community College District
Dallas Regional Chamber
Dallas Women’s Foundation
Edelman
Educate Texas
Esping Family Foundation
Eugene McDermott Foundation
ExxonMobil Foundation
Fluor Foundation
FSG, Inc.
General Electric Foundation
Harold Simmons Foundation
Harry W. Bass, Jr. Foundation
H.E.B.
Hirsch Family Foundation
Hoblitzelle Foundation
Hoglund Foundation
Insperity
JP Morgan Chase
Knowledge Works Foundation
Lumina Foundation
Lyda Hill Foundation
M.B. & Edna Zale Foundation
M.R. & Evelyn Hudson Foundation
Mike & Mary Terry Family Foundation
ORIX Foundation
PepsiCo
Pitney Bowes Foundation
Rainwater Charitable Foundation
Raise Your Hand Texas
Rosewood Foundation
RSF Partners
Sid W. Richardson Foundation
Target Foundation
Texas Instruments Foundation
Texas Scottish Rite Hospital for Children
The Dallas Foundation
The George & Fay Young Foundation, Inc
The Hillcrest Foundation
The Meadows Foundation
The Real Estate Council
The Robert and Nancy Dedman Foundation
Todd & Abby Williams Family Foundation
United Way of Metropolitan Dallas
W.K. Kellogg Foundation
W.W. Caruth, Jr. Foundation
Wells Fargo
Westmount Foundation
Workforce Solutions Greater Dallas
INDIVIDUALS & FAMILIES
Bill & Lydia Addy
Ken & Carolyn Barth
Peter Beck
Byrne Family Foundation
Jim & Robin Carreker
Trammell Crow
Michael Dardick
Durham Family Foundation
Regen Fearon
Jay Henry
Bill & Mary Margaret Hickey
Bradford Hirsch
Margaret Hirsch
Fannie & Stephen Kahn Charitable Foundation
Robert Kaplan
Libby McCabe
Casey & Megan McManemin
McNarosa Fund
The Melchizedek Fund
Jennifer & Jon Mosle
David M. Munson & Mona Campbell Munson Fund
Frank & Diane Murphy
Scott & Paula Orr
Anne & Robert Raymond
John & Lisa Rocchio
Rusty & Deedie Rose
Mark Stephen Tranchina
Jaime & Margaret Spellings
Jack & Terri Sue Wensinger
Phillip & Donnell Wiggins
Ellen Wood
COMMIT’S PHILANTHROPIC INVESTORSThe Critical Financial Investors in the Commit! Partnership’s Work
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1. United States Census Bureau / American FactFinder. 2009 – 2014 American Community Survey – 5 year. U.S. Census Bureau’s American Community Survey Office. Tables S1501 and/or B17024. http://factfinder2.census.gov
2. Dallas County Gross Regional Product Report. Sourced from EMSI’s gravitational flows multi-regional social account matrix model (MR-SAM) and the Texas Workforce Commission through the Dallas Regional Chamber.
3. UN GDP: http://data.un.org/Data.aspx?d=WDI&f=Indicator_Code%3ANY.GDP.MKTP.CD
4. The Commit! Partnership 2015 Giving Profile: http://bit.ly/20a9C7I
5. http://www.chron.com/local/education/campus-chronicles/article/Texas-Tech-earns-top-tier-designation-6801884.php
6. Texas Education Agency – 2014-2015 Texas Academic Performance Reports https://rptsvr1.tea.texas.gov/perfreport//tapr/2015/index.html
7. Pre-K Enrollment: Actual pre-K students and Head Start students are calculated as a percentage of estimated pre-K need. Pre-K need is determined by using the free or reduced lunch 1st grade population at public school. Per the Texas Education Agency Texas Academic Performance Reports and Head Start of Greater Dallas.
8. Kindergarten Ready: The percent of students deemed Kindergarten Ready in the county based on the assessments administered at the beginning of the year in Kindergarten. The assessment and the measure vary by district and currently only assess literacy. Independent School Districts providing Fall 2014 data include: Cedar Hill, Coppell, Dallas, DeSoto, Grand Prairie, Highland Park, Irving, Lancaster, Mesquite, Richardson, and Uplift Education. For Dallas County count of students, rate applied to all Kindergarteners.
9. STAAR Indicators: Texas Education Agency – 2014-2015 STAAR Aggregate Data http://tea.texas.gov/student.assessment/staar/aggregate/
10. College Ready: The percent of students who graduated from high school in 2014, who took the SAT or ACT, and who scored at least a 24 on the ACT or 1110 on the SAT (reading and math). Per the Texas Education Agency Texas Academic Performance Reports. Scores of at least a 24 on the ACT and 1110 on the SAT translate to a high likelihood of receiving a B- or C+ grade or better in higher education.
11. Graduation Rate: Texas Education Agency – 2014-2015 Accountability System – 4 year Federal Graduation Rate The percent of the 9th grade cohort from the 2010-2011 school year that graduated four years later in 2014. https://rptsvr1.tea.texas.gov/perfreport//account/2015/index.html
12. Postsecondary Enrollment: The percent of students who graduated from high school in 2014 and enrolled in a postsecondary institution within one year after graduation. Fall 2015 National Student Clearinghouse Reports provided by Dallas, DeSoto, Grand Prairie, Highland Park, Irving, Lancaster, Mesquite, Richardson, and Uplift Education. Coppell’s class of 2013 included in this year’s data with the Dallas County reduction in enrollment applied.
13. Postsecondary 1st Year Persistence: The percent of students who graduated from high school in 2013, enrolled in a postsecondary institution within one year after graduation and enrolled for a second year. Fall 2015 National Student Clearinghouse data available for Dallas, DeSoto, Grand Prairie, Highland Park, Irving, Mesquite, Richardson, and Uplift Education. Coppell’s class of 2012 included in this year’s data with the Dallas County reduction in persistence applied.
14. Postsecondary Completion: The percent of students who graduated from high school in 2009 and obtained a postsecondary degree six years after high school graduation. Fall 2015 National Student Clearinghouse data available for Dallas, DeSoto, Grand Prairie, Highland Park, Irving, Lancaster, Mesquite, and Richardson. Coppell’s
class of 2008 included in this year’s data with the Dallas County reduction in completion applied.
15. Zero To Three: National Center for Infants, Toddlers and Families http://www.zerotothree.org/child-development/brain-development/faqs-on-the-brain.html
16. James Heckman, 2008, “Schools, Skills, and Synapsis.”
17. Annie E. Casey Foundation, 2012, “Double Jeopardy: How 3rd Grade Reading Skills and Poverty Influence High School Graduation.”
18. Magnuson, K., Duncan, G. Metzger, M & Lee, Y. Early School Adjustment and High School Dropout. SRCD, 2009
19. National Governors Association, December 2011. “Building a Science, Technology, Engineering, and Math Education Agenda” http://www.nga.org/files/live/sites/NGA/files/pdf/1112STEMGUIDE.PDF
20. Klepfer & Hull, 2012 “High School Rigor and Good Advice: Setting Up Students to Succeed” http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/High-school-rigor-and-good-advice-Setting-up-students-to-succeed/ High-school-rigor-and-good-advice-Setting-up-students-to-succeed-Full-Report.pdf
21. Carnevale, Rose, and Cheah, Georgetown University, 2013. Recovery: Job Growth and Education Requirements Through 2020, 2011
22. Census Salary: Synthetic Work-Life Earnings by Educational Attainment: http://www.census.gov/prod/2012pubs/acsbr11-04.pdf
23. National Center for Education Statistics – College Navigator http://nces.ed.gove/collegenavigator
24. From Early Childhood Departments of participating school districts: Dallas, DeSoto, Grand Prairie, Irving, and Lancaster ISDs
25. Head Start of Greater Dallas,2015 and the Texas Workforce Commission,2016
26. ChildCareGroup Database, 2014
27. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
28. Istation Early Reading Summary Report, South Oak Cliff and Molina Feeder Patterns, May 2013, May 2014, May 2015
29. Summer 2014 Istation Indicators of Progress (ISIP) English data for 641 incoming Kindergarten through third graders in the South Oak Cliff feeder pattern
30. “Summer Learning Loss” http://www.gradelevelreading.net/our-work/summer-learning-loss
31. Texas Higher Education Coordinating Board - High School Graduates Enrolled in Developmental Education and Completion of a First College-Level Course
32. Texas Higher Education Coordinating Board – Commit! requested report on Dual-Credit
33. FAFSA: U.S. Department of Education, 2015
34. Max Pell Grant is $5,730, according to DOE enrollment and financial assistance reports, Office of Federal Student Aid. Total economically disadvantaged seniors and FAFSA filers used as proxy for those access Pell Grant award dollars.
35. THECB: http://www.txhighereddata.org/Interactive/HSCollLinkFilters/HSGradAcademicPerformance.cfm
36. THECB: http://www.txhighereddata.org/reports/performance/ctctransfer/
37. THECB: http://www.txhighereddata.org/reports/performance/ctcasalf/gainful.cfm
38. The Center for Research, Evaluation & Advancement of Teacher Education (CREATE)’s Data Report for Schools (DaRTS) 2010-2015 using TEA 2014 Certification/2015 Employment Files
39. Source: Bolich, A.M. (2000). “Reduce your losses: Help new teachers become veteran teachers” Atlanta, GA: Southern Regional Education Board
FOOTNOTES
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