Transcript The Children’s Budget, 2000-01

The Education of York County Children: How We Stack Up
Who We Are

Pennsylvania Partnerships for
Children
Advocacy organization
– Independent, non-profit
– Prevention-focused, research-based
Pennsylvania Partnerships for Children is a
strong, effective and trusted voice for
improving the health, education and wellbeing of the Commonwealth’s children.
–

2
Why Education Matters


In order to compete in a 21st century global
economy, Pennsylvania needs a highlyeducated and proficient workforce.
By the year 2010, the U.S. will face a
shortage of 12 million qualified workers for
the fastest-growing job sectors including
health care and computer technology. (U.S.
Bureau of Labor Statistics)

This will make it imperative that all youth both enrolled and out of school - have the
skills and education to meet this shortage.
3
Why Education Matters

Lifetime earnings are linked to education level. Earnings estimates show
the median PA income by educational attainment to be:
$62,919
$62,919 for postgraduate degree
$45,246 for bachelor’s degree
$45,246
$32,182 for associate’s degree
$32,182
$30,000
$30,000 for some college, no degree
$25,021
$25,021 for high school diploma or GED
$7,800 for less than a high school diploma
$7,800
(Source: Pennsylvania Workforce Development, 2004 CPS)
4
The Whole Picture

But before we look at education data, there
are other factors at play that determine how
well a child performs in school.
–
–
–
–
–
–
Poverty
Child abuse & neglect
Family access to supports/early intervention
Disabilities
Language spoken in the home
Physical and mental health/health coverage
5
York County Demographics
1 child in 12 is born to a single, teenaged mother (same as state)
 1 in 12 children is born at low birth
weight (state number is 1 in 11)
 23.3% of children under 18 live in
single-parent families (state rate is
26.9%)

6
York County Demographics


In 2004, 15.8% of babies in York County (1 in
6) were born to mothers with less than a high
school education
Compare that to 12.2% for Cumberland
County and 30.5% for Lancaster County.
–
Children living with mothers with low education
level are less likely to receive cognitive stimulation
and high-quality child care and more likely to have
diminished reading skills.
7
York County Demographics



1 child in 4 is low-income (below 200% FPIG)
Lancaster = 1 in 3
Cumberland = 1 in 4
(Source: children 0-17; Census 2000 data)
–
Children living in low-income families are more
likely to have poor nutrition, chronic health
problems, be less prepared for and have more
difficulty in school.
8
Uninsured Children
 Statewide,
133,000 of PA children
under age 19 are uninsured.
 One child in 3 is enrolled in
Medicaid or CHIP.
–
Uninsured children are more likely to miss
school, may not have relationship with
primary care provider, and are more likely
to need costly emergency room care.
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Uninsured Children

Ages 0-18 enrolled in CHIP/MA (August 2006)
–
–
–

Cumberland
Lancaster
York
19.6%
25.3%
29.0%
Percent Uninsured 0-18 (PA Dept. of Insurance
study, 2004 )
– Cumberland
– Lancaster
– York
5.1%
0.6%
12.2%
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Child Care



4.8% of child care slots in state are highquality, defined by NAEYC and NAFCC
accreditation, or Keystone STAR 4 rating.
4.5% of child care slots in York County are
high-quality.
3.3.% in Lancaster County and 6.6% in
Cumberland County.
–
Children who receive high-quality child care show
better literacy skills and score higher on tests of
both cognitive and social skills than children cared
for in other arrangements.
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Limited English Proficiency
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Statewide, 3.3% of students enrolled in public
schools have limited English proficiency;
In York County, 3.3% of students enrolled in public
schools have limited English proficiency;
In York City SD, 16.4% of students enrolled have
limited English proficiency; 4.7% in Hanover School
District
Lancaster County LEP = 5.5%; Cumberland County
LEP = 1.3%
– Students with limited English proficiency face
greater challenges making progress in school.
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Pre-kindergarten Enrollment

Statewide, 12,023 children were
enrolled in public school pre-K in 200506
–
–
Only 33 kids get public pre-K in York
County (Southeastern & West Shore Area
SD)
Compare that to 410 children in Lancaster
County
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Why Pre-K Matters



90% of brain growth occurs before
kindergarten
Nearly 90% of children who are poor readers
in first grade will still be poor readers by
fourth grade
One-third of children entering kindergarten
cannot recognize the letters of the alphabet
and more than half do not know basic math
concepts. (Source: Pew Center on the States and National
Conference of State Legislatures)

Quality pre-K helps get kids ready for school
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Full-Day K Enrollment



54% of PA kindergarteners are enrolled in fullday K compared to 65% nationally.
32% of kindergartners in York County attend
full-day programs as compared to only 6% in
2000. (York City and the Lincoln CS have
100% FDK - Both Dover Area and Eastern
York have 98% or above enrollment rates.)
35.7% of kindergartners in Lancaster County
are in full-day programs.
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Why Full-Day K Matters


Children in full-day kindergarten programs
make more progress in literacy and math
than those in half-day programs, concludes a
study published in the February 2005 issue of
the American Journal of Education.
Children who attend full-day K have lower
retention rates in the primary grades.
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Why Full-Day K Matters


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Parents and teachers report greater
satisfaction with full-day programs.
Studies indicate that children who attend fullday K receive better report card grades in
literacy, math, general learning skills and
behavior.
Full-day kindergarteners outscore children in
half-day programs on standardized
achievement tests up to two years after
kindergarten. (NIEER, March 2005)
17
Class Size in PA
Only 16.3% of students in pre-K through
third grade statewide are in classes with
17 or fewer students.
 York County fares better with 18.3% of
students in pre-K through third grade in
classes of 17 or fewer students.
 Compare that to 10.6% in Lancaster
County and 9.8% for Cumberland.
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Why Class Size Matters
Smaller classes increase parental
involvement
 Reduce disciplinary referrals
 Teachers with small classes can spend
time and energy helping each child
succeed. Smaller classes also enhance
safety, discipline and order in the
classroom.

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PSSA Scores (2005/06)
39% of fifth graders statewide scored
below proficient in reading
 38% of eighth graders statewide scored
below proficient in math
 Pennsylvania schools face NCLB
mandate of 100% proficiency by 2014

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PSSA Scores (2005/06)
36% of 8th graders in York County failed
to meet state proficiency requirements
in math and close to 29% did not meet
proficiency requirements in reading.
 Nearly 50% of York 11th graders failed
to meet state proficiency requirements
in math and roughly 35% did not meet
proficiency requirements in reading.

21
NAEP SCORES Math (2005)
80%
70%
60%
50%
40%
30%
20%
10%
0%
FL
IL
IN
MA
4th Grade Math
MI
NJ
NY
OH
PA
VI
US
8th Grade Math
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NAEP SCORES Reading (2005)
80%
70%
60%
50%
40%
30%
20%
10%
0%
FL
IL
IN
MA
MI
NJ
4th Grade Reading
NY
OH
PA
VI
US
8th Grade Reading
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NAEP vs. PA: Math
NAEP National 8th Grade Students in Math
Advanced
6%
Proficient
23%
Below Basic
32%
Basic
39%
24
NAEP vs. PA: Math
NAEP Pennsylvania 8th Grade Students in Math
Advanced
6%
Below Basic
28%
Proficient
25%
Basic
41%
25
NAEP vs. PA: Reading
NAEP - National 4th Grade Students in Reading
Advanced
7%
Proficient
23%
Below Basic
37%
Basic
33%
26
NAEP vs. PA: Reading
NAEP - Pennsylvania 4th Grade Students in Reading
Advanced
9%
Proficient
27%
Below Basic
31%
Basic
33%
27
6th Grade PSSA Scores
Math Below Proficient
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Cumberland
Lancaster
York
24.2%
27%
30%
Reading Below Prof.
28.8%
30.2%
32.7%
(Source: 6th grade 2005/06 PSSA)
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Early Detection System
in Sixth Grade

As early as sixth grade, the four risk factors
for dropping out of school:
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–
–
–
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Attendance
Behavior
Failing math
Failing English
Need to create early detection system to
identify at-risk kids in sixth grade to ensure
student success.
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School Spending 2004-05

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State average - current expenditures per pupil$9,736
York - current expenditures per pupil - $8,510
(York districts range from $7,739 to $10,281)
Per pupil expenditures as high as $18,064 for
Lower Merion
As low as $6,992 in Lebanon County, Palmyra
SD
(Current expenditure data does not include charters, AVTS,
special schools)
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Accountability Block Grant

Accountability Block Grant Spending
–
–
–
–
York County school districts planned to use
51% of ABG funds for full-day K making it
the most popular use this school year.
Literacy and math coaching comes in
second place at 11.7% of funds used.
Early education initiatives (pre-K, full-day K
and class size reduction) total 59% of ABG.
1.2% of funds are earmarked for pre-K.
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Youth Demographics

One in 7 Pennsylvanians (1,688,643) is
a young person (age 12-21)
–
–
–
–
–
–
1 in 3 lives in poverty
More than 12,000 are in foster care
More than 40,000 are in juvenile justice
More than 26,000 teens are mothers
1 in 50 has limited English proficiency
14% have a disability
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York County Youth Demographics
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One in 3 York residents (111,404) is a young
person (age 12-21)
1 in 4 lives in low-income family
Close to 400 are in foster care (Sept. 2005)
More than 1,700 are in juvenile justice system
9.2% of all births in 2004 in York were to teen
mothers
Approximately 16% of all students in York
County have a disability
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Risk & Protective Factors


A survey of about 75,000 PA teens shows
many of them do not feel supported or
protected by their schools, families, neighbors
and communities.
The Pennsylvania Youth Survey (PAYS)
conducted in 2003 obtained data from a
representative sample of 6th, 8th, 10th and 12th
graders in urban, rural and suburban
communities across the state.
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Protective Factors (buffer young people from harm)
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25% of respondents said their parents do
not express pride in their accomplishments
or that they enjoy spending time with their
parents.
45% said they are not praised by teachers
for good work, that their teachers do not
tell parents about good work, and that they
do not feel safe in school.
35
Risk Factors (increase likelihood that youth will engage in problem
behaviors)
Three in 10 teens (31%) reported it
would be easy to obtain alcohol,
tobacco, drugs or handguns, including
twice (65%) as many 12th graders.
 Young people need family guidance, but
10% reported poor family supervision,
lack of clear rules or knowledge of the
student’s whereabouts.

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Successful Transitions to Adulthood

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An education that prepares them for the rigors of
college or a competitive labor market; skills that
enable them to earn a family-sustaining wage
one day;
Avoidance of risky behaviors such as illegal drug
use in order to become healthy, well-adjusted
adults;
Strong interpersonal relationships with friends
and family who support their growth and
achievements;
Strong connections to the community that forge a
sense of belonging.
37
Why is Youth Development Important?

2 out of 5 urban 9th graders fail to graduate
from high school in the same district four
years later
–
–
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1 in 6 rural 9th graders
1 in 8 suburban
High school graduates earn three times
more than those who did not graduate.
College graduates earn six times more.
Dropouts have higher rates of teen
pregnancy, substance abuse and crime
80% of those incarcerated are dropouts.
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Math Skills Lacking in USA
USA falls near middle of the pack in
academic literacy scores of 15-yearolds.
 Finland, France, Canada, Poland,
Australia and Japan all scored better.

(PISA, 32 participating countries, 1999)
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Math Skills Lacking in USA
U.S. RANK
READING
MATH
SCIENCE
15TH
19TH
14TH
40
Ja pan
rl ands
Korea
M exic
o
Ita ly
Greec
e
Turk e
y
Swed
en
Austr
ia
Germ
an y
Irel an
d
OECD
Av era
ge
Slov a
ck Re
pub lic
Norw
ay
Lux em
b ourg
Pola n
d
Hung
a ry
Spa in
Unite
d Stat
es
Portu
ga l
da
Belg i
um
Switz
e rland
New Z
e alan
d
Austr
al ia
Cze ch
Rep u
blic
Ic elan
d
Denm
ark
Fran c
e
Cana
Nethe
Fin lan
d
Average Scale Score
U.S. Ranked 24th out of 29
OECD Countries in Mathematics
550
500
450
400
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results,
data available at http://www.oecd.org/
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Graduation Gap
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23.9% of ninth graders in York County fail to
graduate from high school in the same district
four years later. (2004/05)
17.6% of ninth graders in Lancaster County
fail to graduate from high school in the same
district four years later.
13.1% of ninth graders in Cumberland County
fail to graduate from high school in the same
district four years later.
42
Elements of 21st Century Learning


The capacity of young people to be successful in
the 21st century goes well beyond reading,
writing and computing skills. They need to know
how to apply knowledge in the context of modern
life.
To accomplish this, the Partnership for 21st
Century Skills (a public-private partnership of key
federal education officials and leading national
corporations) has identified six fundamental
elements for 21st century learning.
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Elements of 21st Century Learning


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Emphasize core subjects (English, reading or
language arts, math, science, foreign languages,
civics, economics, arts, history & geography);
Emphasize learning and soft skills (information
and communication skills, thinking and problemsolving skills, interpersonal and self-directional
skills);
Use 21st century tools to develop learning skills
(digital information and communication
technologies);
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Elements of 21st Century Learning (cont.)



Teach and learn in a 21st century contextstudents need to learn academic content through
real-world examples, applications and
experiences both inside and outside of school;
Teach and learn 21st century content (global
awareness, financial, economic and business
literacy, civic literacy);
Use 21st century assessments that measure 21st
century skills – sophisticated balance of
assessments. (Source: Learning for the 21st Century)
45
Changing Economic Times
“High school graduates must be prepared for a 21st
century global economy. Traditional metrics are no
longer sufficient indicators of student preparedness. A
more meaningful, ambitious high school reform
agenda can only be reached when high schools
succeed in preparing every student for today’s global
challenges by aligning their improvement efforts with
results that matter – mastery of core subjects and
21st century skills.”
(Source: Ken Kay, president of the Partnership for 21st Century Skills
and G. Thomas Houlihan, exec. director of the Council of Chief State
School Officers, in Education Week, May 17, 2006.)
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Employment Change by Education; 1992-2002
Less than HS -0.4
High School Only
0.1
Some College
2.4
2-Year Technical
2.5
2-Year Academic
2.1
4-Year Degree
-1.0
6.3
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Millions of Jobs
Source: Employment Policy Foundation tabulations of Bureau of Labor
Statistics/Census Current Population Survey data; MTC Institute.
Source: Employment Policy Foundation tabulations of Bureau of Labor
Statistics / Census Current Population Survey data; MTC Institute.
47
Economic Changes

Fastest
growing jobs
require some
education
and/or training
beyond high
school
14%
24%
62%
Skilled
Unskilled
Professional
Bureau of Labor Statistics, 2005
48
Few Employers Feel High School Graduates Prepared For
Advancement
Extremely/very well prepared for typical job in my company
Extremely/very well prepared for advancement in my company
Applicants with no high school
degree
Recent public high
school grads who have no
further education/training
Recent grads of two-year
college or training program
Recent graduates of four-year
colleges
10%
10%
25%
18%
74%
75%
75%
78%
49
Employers/College Instructors Say Many Not Prepared In
Math/Writing
Employers’/instructors’ average estimates of percentages of public
HS graduates NOT prepared in each subject
Hart Research & Public Opinion Strategies for Achieve, Inc.
Employers
41%
Ability to do math
Quality of writing
38%
Instructors
50%
Ability to do math
Quality of writing
50%
50
Life after High School


In 2004-05, 75% of high school graduates statewide
said they planned to pursue further education
73% of York graduates said they planned to pursue
postsecondary education (compared to Lancaster at
65%)
–
–
–
–
84.3% of York Suburban students planned to pursue
postsecondary education;
80.4% of West Shore Area School students;
60.1% of Red Lion graduates.
Approximately 7% of York County graduates (reported in
2005) that they had no plans for employment or
postsecondary education beyond high school graduation.
51
College Remediation Rates
For entering freshmen, 2000
 All students:
28%
 Public 2-year
42%
 Public 4-year
20%
 Private 4-year
12%
(Source: NCES, Remedial Education at Degree-Granting Postsecondary
Institutions in Fall 2000)
52
College “Drift-out” Rates
Students not returning for year 2
 4-year colleges:
26%
 2-year colleges:
45%
(Source: Mortensen, T.; November 1999. Postsecondary Opportunity as
presented by The Education Trust.)
Of high school graduates nationwide
entering four-year institutions, just over
six in 10 earn a bachelor’s degree within
six years.
(Source: National Center for Public Policy and Higher Education, 2006)
53
Idle Youth
Work experience is a valuable part of a
successful transition to adulthood. Yet
many PA youth are idle – not in school
and not employed.
 1 in 5 urban PA youth 19-21 is idle
 1 in 7 rural PA youth 19-21 is idle
 1 in 9 suburban PA youth 19-21 is idle

(Source: 2000 U.S. Census)
54
55
Guidance
More academic, career and human
services guidance needed
 More resources to school districts with
the most need

–
–
Struggling to meet performance goals
Larger population of at-risk students
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Career Awareness/Guidance

The role of Guidance
–
–

Ratios of counselors to students too high
Addressing discipline, human services
issues
Develop a “Life Plan” for students
–
–
–
Career plan
Education plan
Life skills plan
57
continued

Reach beyond guidance counselors
–
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

“go to” teachers, staff and youth
Address the disconnect between schools and
the workforce
Operationalize the PA State Standards for
Career Education and Work
Look at innovative ways to bring career
information and opportunities to rural and outof-school youth
58
Model Core Curricula

Develop model core curricula in language
arts, math, science, and social studies/civics
to provide districts a tool to assure that all
graduates are ready for postsecondary
education, work and life
–
–
–
Establish a committee to work on embedding the
Career Ed. And Work standards and life skills
examples into the model curricula
Provide extensive professional development to
educators on the model curricula
Align future teacher training programs around the
curricula
59
Implement State-Level Graduation Requirements

Develop a series of state-standardized interim benchmark
assessments in math, language arts, science and social studies
that are aligned with the academic standards as a requirement
for every student to graduate
– Phased in over multiple years (at least 5)
– Offered multiple times to maximize student success
– Accommodations made for students with special needs
– These “end of course” assessments can also be used to
identify when students are prepared to move to the next
level of work
– A tool to provide credit recovery and streamlined completion
for students who have left school and then return to
complete get their diploma
60
Out-of-School Youth

Enhance services and supports for students who are no longer
(or marginally) attending school
– Develop alternative pathways to a high school diploma that:
Provide supports for students to manage life demands
 Meet the same standards as traditional high schools
 Provide smaller learning environments
 Provide guidance to connect youth to opportunities to pursue
vocational interests as well as academic and career goals
 Provide flexibility to allow students to transfer, leave, and reenroll as needed
Develop a formalized funding strategy for out-of-school youth that is
community and research based

–
61
High School Reform




Fully fund PDE Project 720 so that every high
school in PA can participate in the program
Rigorous and challenging curriculum for all
Increase funding for dual enrollment to allow
more students to participate
Develop and implement a statewide
informational campaign on pathways to
careers of the 21st century
62
Enhance Career & Technical Education




Increase rigor for CTE students
Provide tutoring and additional academic
supports to students who need them
Labor market demand and industryrecognized standards and credentials
Clear ties between CTE and postsecondary
education to allow students to earn credits
and credentials
63
Afterschool & Youth Development

Engage children and youth in constructive,
supervised activities to promote learning and
positive development beyond the traditional
school day.
–
–
26% of PA students take care of themselves after
school
Studies by FBI and others found the peak hours
for juvenile crimes and victimization are from 3-8
p.m.
64
Multiple Pathways
Strategy for out-of-school youth
 Strategy for in-school but struggling
youth
 Expand alternative school programs

65
Policy Implications – Early
Care and Education

Focus on high-quality early care and
education initiatives by:
–
–
–
Creating a dedicated line item for pre-K;
Increasing Accountability Block Grant
funding;
Increasing funding for Keystone STARS
66
Policy Implications - Education


A high school reform agenda focused
on rigor, relevance, and support for
our students.
A sound school finance system that is
focused on equitable and adequate
funding of the education provided all
Pennsylvania students
67
Policy Implications - Youth
Agenda



High-quality after-school and youth development
programs available to all of Pennsylvania’s children
and youth;
An effective strategy to address the issue of students
dropping out of school, those marginally attending
school, and re-engage those who have already
dropped out;
Career education for youth, parents, educators and
the community to enable young people to make
informed decisions about their futures and to ensure
they have the necessary skills, knowledge and
training to be responsible citizens and successful in a
career of their choosing.
68
PPC Vision
By 2014, PPC has helped
Pennsylvania move into position as
one of the top 10 states in the
nation to be a child and to raise a
child.
69
Pennsylvania Partnerships for
Children
www.papartnerships.org
800-257-2030
Joan L. Benso
President & CEO
70