1. 90% by 2020 Priority Areas – Data Findings Leadership Meeting February 18, 2014, 3:00 pm – 5:00 pm

2. Kindergarten Ready

4. Table 1: 2010-11, 2011-12, and 2012-13 Alaska Developmental Profile data by mean score on all domains by student groups All Students Race/Ethnicity Economically Disadvantaged Special Education English Language Learner MigrantGender W hi te B la c k/ A fri c a n A m er ic a n His pa ni c A si a n A la sk a N at iv e/ A m er ic a n In di a n 2 or m or e N at iv e H a w aiia n/ O th er P a ci fi c Is la nd er NoNo YesYes NoNo YesYes NoNo YesYes NoNo YesYes F e m al e M al e Physical wellbeing, health and motor development Demonstrates strength and coordination of large motor muscles. 20102011 1.511.551.561.461.501.441.491.411.551.471.541.291.521.451.521.451.531.50 20112012 1.491.501.601.401.471.461.491.52 1.471.521.281.501.451.491.461.511.47 20122013 1.521.55 1.541.471.481.501.411.561.491.551.331.541.461.521.471.541.50 Demonstrates strength and coordination of small motor muscles. 20102011 1.481.521.491.431.541.391.451.351.551.411.521.201.491.401.481.441.561.40 20112012 1.461.491.471.45 1.351.451.411.521.401.501.141.471.421.461.441.581.35 20122013 1.431.481.361.43 1.301.421.241.511.361.461.211.451.351.431.381.541.32 Social and emotional development Participates positively in group activities. 20102011 1.461.541.401.411.371.361.401.301.561.361.511.111.481.331.471.301.541.38 20112012 1.451.511.381.391.341.331.461.391.541.361.491.101.471.311.451.441.551.35 20122013 1.411.481.40 1.291.281.401.311.511.341.461.101.451.281.421.341.511.33 Regulates their feelings and impulses. 20102011 1.381.451.251.381.401.321.301.271.461.311.441.021.401.311.391.341.511.27 20112012 1.391.431.281.361.391.291.381.311.481.301.431.051.401.321.391.341.481.29 20122013 1.341.371.281.32 1.251.371.281.411.291.381.081.361.281.351.291.451.24 Approaches to learning Shows curiosity and interest in learning new things and having new experiences. 20102011 1.431.571.401.341.221.241.401.231.581.301.491.071.481.191.441.261.491.38 20112012 1.451.571.431.371.241.171.481.271.601.321.501.131.511.191.461.341.511.40 20122013 1.411.541.341.351.201.241.421.151.551.301.451.121.471.181.421.291.471.36 Sustains attention to tasks and persists when facing challenges. 20102011 1.401.491.301.371.351.31 1.201.511.291.451.001.421.281.401.311.501.30 20112012 1.371.431.321.331.381.201.381.251.481.271.421.001.391.281.381.331.481.27 20122013 1.341.421.261.311.301.211.291.161.451.251.381.041.371.211.341.261.451.23 Cognition and general knowledge Demonstrates knowledge of numbers and counting. 20102011 1.471.591.461.391.341.281.451.191.611.341.511.171.521.221.481.321.491.45 20112012 1.471.581.471.391.271.251.481.241.631.321.511.141.521.211.481.341.491.44 20122013 1.441.591.411.391.211.241.441.111.611.311.491.141.501.201.451.361.461.43 Sorts, Classifies, and organizes objects. 20102011 1.401.521.361.291.271.221.381.171.541.271.441.121.451.141.411.271.431.37 20112012 1.401.531.351.301.17 1.391.201.551.251.441.111.451.151.401.271.441.35 20122013 1.341.491.291.261.151.131.321.031.511.211.381.081.401.101.351.261.381.30 Communication Language and Literacy Uses receptive communication skills. 20102011 1.551.621.511.501.361.551.531.351.631.471.591.251.591.331.551.511.621.48 20112012 1.531.621.501.471.281.411.571.401.651.431.581.181.581.281.531.501.621.45 20122013 1.481.581.44 1.311.331.491.251.611.381.521.211.531.291.481.461.561.41 Uses expressive communication skills. 20102011 1.431.601.411.321.071.271.421.161.601.281.491.041.511.051.441.281.481.39 20112012 1.441.591.411.361.091.211.461.211.611.291.501.001.521.051.451.331.521.36 20122013 1.391.551.391.34.991.191.391.021.571.241.441.011.481.031.391.311.441.34 Demonstrates phonological awareness. 20102011 1.251.391.231.151.081.061.23.971.411.111.30.911.31.981.261.141.311.20 20112012 1.261.381.241.161.101.051.271.051.421.121.31.921.311.011.271.101.331.19 20122013 1.171.321.151.041.01.971.17.771.361.031.21.881.24.901.181.071.221.12 Demonstrates awareness of print concepts. 20102011 1.371.481.301.261.251.211.371.141.521.231.411.061.421.121.371.281.411.33 20112012 1.381.491.421.301.161.211.391.141.531.261.421.091.431.141.391.281.451.32 20122013 1.311.441.281.231.181.081.33.961.481.181.351.051.371.071.321.201.361.26 Demonstrates knowledge of letters and symbols (alphabet knowledge). 20102011 1.371.481.351.261.341.191.331.051.521.221.411.091.411.151.381.221.411.32 20112012 1.401.521.381.341.241.141.411.141.571.251.441.141.451.171.411.261.471.34 20122013 1.321.461.301.211.221.111.33.931.511.181.361.081.391.081.331.251.371.28

5. Disaggregated by student group Table 1: 2010-11, 2011-12, and 2012-13 Alaska Developmental Profile data by mean score on all domains by student groups All Students Race/Ethnicity Economically Disadvantaged White Black/African American Hispanic Asian Alaska Native / American Indian 2 or more Native Hawaiian/Other Pacific Islander No Yes Communication Language and Literacy Uses receptive communication skills. 2010-2011 1.551.621.511.501.361.551.531.351.631.47 2011-2012 1.531.621.501.471.281.411.571.401.651.43 2012-2013 1.481.581.44 1.311.331.491.251.611.38 Uses expressive communication skills. 2010-2011 1.431.601.411.321.071.271.421.161.601.28 2011-2012 1.441.591.411.361.091.211.461.211.611.29 2012-2013 1.391.551.391.34.991.191.391.021.571.24 Demonstrates phonological awareness. 2010-2011 1.251.391.231.151.081.061.23.971.411.11 2011-2012 1.261.381.241.161.101.051.271.051.421.12 2012-2013 1.171.321.151.041.01.971.17.771.361.03 Demonstrates awareness of print concepts. 2010-2011 1.371.481.301.261.251.211.371.141.521.23 2011-2012 1.381.491.421.301.161.211.391.141.531.26 2012-2013 1.311.441.281.231.181.081.33.961.481.18 Demonstrates knowledge of letters and symbols (alphabet knowledge). 2010-2011 1.371.481.351.261.341.191.331.051.521.22 2011-2012 1.401.521.381.341.241.141.411.141.571.25 2012-2013 1.321.461.301.211.221.111.33.931.511.18

6. Likely Recommendations for Focus AK Developmental Profile: Communication, Language and Literacy Demonstrates phonological awareness – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Demonstrates awareness of print concepts – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Demonstrates Knowledge of letters and symbols – Native Hawaiian/Pacific Islander – Alaska Native/American Indian – EDS Focus: – Child care – Early Literacy

7. 8 th grade math proficiency

8. Disaggregated by student group 2008-092009-102010-112011-122012-13 All Students 65.81%69.79%66.54%69.18%67.07% AF AM 36.94%50.24%43.64%45.85%44.80% AKNA/AI 44.49%56.74%49.12%49.17%48.27% Asian 64.66%68.52%69.70%67.35%68.16% NH/OPI 31.06%48.25%44.83%38.96%38.60% Caucasian 77.38%79.03%77.90%80.96%79.95% Hispanic 55.62%63.32%56.16%62.64%58.85% 2 or More 64.80%63.85%58.31%68.14%64.79% EDS 47.19%54.83%50.46%54.48%51.02% SWD 20.57%25.12%18.94%20.92%19.72% LEP 24.58%33.78%31.76%25.88%24.55% Migrant 41.35%58.79%53.23%54.25%55.20% Female 66.17%70.12%68.83%70.89%66.82% Male 65.47%69.46%64.34%67.49%67.31%

9. Factors related to 8 th grade math proficiency Family / Social FactorsStudent / Individual Factors Family income (poverty) Student self-efficacy Early mathematics competence Academic mindset Parent level of education (especially mother) Perseverance English Language Proficiency Social emotional competence (SEL) Race and Ethnicity Self-regulated learning and study skills Family engagement in education/family high expectations 3 rd grade reading proficiency (based on local data study) School FactorsCommunity Factors Instructional strategies Participation in Pre-K learning program School’s positive climate After-school, supervised programs & activities Student’s connection to school Mentoring and caring adults Student’s attendance (based on research lit review and local data) Onsite health services

10. Considerations Strongest association to overall academic achievement / math proficiency Greatest potential for action (malleable, public will) Local data to support / relevance to Anchorage

11. Likely Recommendations for Focus Attendance – Note: Opportunity to connect this with family engagement and student connectedness with school 3 rd grade reading proficiency Family engagement(with schools, children’s learning) /family high expectations Note: recommend after-school activities as strong option for community support/intervention

12. High School Graduation Graduation rate by group 2009-102010-112011-122012-13 All Students71.0472.1472.7975 EDS58.3761.657.4361.1 Non-EDS75.976.681.283.4

13. Factors related to high school dropout Factors – High school dropout Poor attendance Low academic achievement Grade retention / being overage for grade Low socioeconomic status Low educational expectations (self & family) Lack of family involvement / conversation about school

14. 4-year cohort outcomes Graduates Dropouts Certificate of Achievement Expected to return for 2013-14 Transfer to non-ASD public school Other Student outcome for the 4-year cohortNumber of students% of the total cohort Total number of students in the 4-year cohort3646100.00% Graduates277976.20% Dropouts38710.60% Students expected to return in 2013- 14 school year 3058.40% Completed school with other credentials (a student who has received a certificate of achievement in lieu of a high school diploma). 1083.00% Transfer to a public school in a different school district within Alaska 441.20% Transfer to an institution (with an educational program). 210.60% Student reached maximum age for services and did not receive a diploma or 12th grade certificate of achievement. 10.03% Student receiving Special Education services who received a certificate of achievement in a previous year and returned to school for only Special Education transition services this year. 10.03% Graduation Study

15. Table 1 Comparison of students who dropped out and the 2012-13 graduate cohort group Dropout2012-13 graduate cohort Difference between dropouts and the entire graduate cohort NumberPercentNumberPercent Total387100.0%3646100.0%0.0% SPED6115.8%41411.4%4.4% LEP6617.1%2968.1%9.0% Migrant379.6%1704.7%4.9% EDS22959.2%135937.3%21.9% AF AM338.5%2426.6%1.9% AKNA/AI5514.2%2928.0%6.2% Asian318.0%42111.5%-3.5% NH/OPI297.5%1564.3%3.2% Caucasian12732.8%179849.3%-16.5% Hispanic4611.9%3469.5%2.4% 2 or more races6617.1%39110.7%6.4% NOTE: Asian and Caucasian dropout rates are lower than their overall representation in the 2012-13 graduate cohort group. 387 Dropouts – 10.6%

16. ZIP Code Analysis Dropouts and returning and/or COA students by zip code Zip codeReturning and/or COA studentsDropouts 995012018 995023620 995032729 995047675 9950537 99506111 995074129 995089492 995152720 995161914 995171523 995181411 9954000 99567511 995773325 9958712 9964500 9965210 Total413387

17. Local Factors for Dropout Risk

18. Next Steps: