Transcript Implementation and Development Sites P Portland State University Portland, Oregon California State University – East Bay Hayward, California P P Indiana University Purdue University Indianapolis Indianapolis, Indiana California State University –

Implementation and Development Sites
P
Portland State
University
Portland, Oregon
California State University – East Bay
Hayward, California
P
P
Indiana University Purdue University Indianapolis
Indianapolis, Indiana
California State University – Fresno
Fresno, California
Arizona State
University
M
Mesa, Arizona
E Strive University of Cincinnati
Cincinnati, Ohio
E
E
University of
New Mexico
C
Virginia
Commonwealth
University
Richmond, Virginia
M
Albuquerque,
New Mexico
University of Memphis
Memphis, Tennessee
University of Houston
Houston, Texas
C
Implementation
Site (EPIN)
Development
Site (EPDN)
Synergy
Alignment
Accountability
Effective
Evidence
Efficient
 Similar organizations
collecting quality data for
the same outcomes in a
coordinated and
collaborative network



 Similar organizations
collecting quality data
that align under similar
outcomes for broad
community impact




Similar organizations
collecting quality data,
but uncoordinated and
isolated
*This document is meant to be a conceptualization of the context of academic and social programming which impact student success.
3
Data Criteria
•
The indicator must be a valid
measure of concepts outlined on the
birth to career framework‘s Student
Roadmap to Success, measuring
student success from birth through
post-secondary and into a career.
•
The indicator must be easily
understandable to local stakeholders.
•
The indicator must be reasonably
similar across jurisdictions.
•
The data underlying the indicator
must be produced by a reputable
source.
•
All or most of the indicators must be
affordable to gather and report.
•
The data should be available
consistently over time.
•
Each indicator should be useful in the
day to day work of educators and
organizations working to improve
student outcomes.
•
Data must be disaggregated (or
disaggregate-able) to identify
differences among different groups of
students.
•
Although priority is given to using
existing data sources, it is possible that
consensus will emerge around the
creation of new indicators and
measures.
•
We should utilize data points that are
most likely to generate synergy across
multiple organizations.
•
The number of indicators for each goal
area should be kept to a minimum for
the sake of clarity and simplicity.
Cradle to Career Process
Prenatal care, quality child care, Head Start and full day
kindergarten programs are not reaching all eligible
children.
In-school and out-of-school programs are not reaching
all parts of the region. More coordination of data
collection is needed.
Significant differences in academic achievement and
high school graduation rates exist among students of
color, students of limited English proficiency and
students with disabilities compared to whites. Poverty is
increasing in the county.
A higher percentage of Asian and white students are
enrolling in OUS institutions than students of color.
Enrollment in higher education is increasing.
Degree completion rates in community colleges and
universities are in a range of 35-60 percent with students
of color less likely to graduate. Education attainment
impacts income and employment status.
Challenges
• How can our youngest and most vulnerable children all
receive the best start possible prior to entering school?
• How can we develop a more comprehensive, communitywide system of support for students inside and outside of
school?
• How can we create successful responses to improve
academic achievement and graduation rates?
• How can we improve the readiness levels of students for
post-secondary education?
• How can we increase the number of students successfully
completing post-secondary education?
Why Are Universities Leading
P-20 Efforts?
•
•
•
•
Strong ties to the community
History of partnerships with P-12 schools
Scholarship and research capacity
Ability to convene partners including business
and community leaders
• Part of the P-20 system
• Need to improve education at all levels is great
University-School Initiatives
• University and community partners collaborate on identifying
a significant area of need
• Addressing the area of need will provide meaningful, positive
impact on educational outcomes in the region
• The area of need lends itself to scholarship that informs
possible solutions
• The potential strategy lends itself to third-party funding
opportunities that enhance the work of the university and the
partner.
The Opportunity
• How can we align our scholarship and expertise with
the educational needs of our community?
• Are there themes around which we can organize?
• What kind of support would be needed to make this
work?
• How can we better connect with each other to make
it happen?
University Support
• The Office of Academic Affairs and the Provost will
provide planning funds to incent the development of
campus projects that contribute to educational
improvement in our region.
• The purpose of today is to gather your ideas and
input into how we move these ideas and connections
on campus forward.
• Can we identify colleagues who are working on
similar issues and develop “research groups” that
could respond to the RFP?