Road Map Project: 2014 Results Report, The

Education and Literacy

Road Map Project: 2014 Results Report, The

The Road Map Project's annual report card shows data on 29 indicators of student success, which are important measures related to student achievement from cradle through college. Data in the report are often disaggregated by district, student race/ethnicity or income level to illustrate the region's challenges and progress.

The Road Map Project is a region-wide collective impact effort aiming to dramatically improve education results in South King County and South Seattle, the county's areas of greatest need. The project's goal is to double the number of students who are on track to graduate from college or earn a career credential by 2020, and to close opportunity gaps. Seven school districts -- Auburn, Kent, Federal Way, Highline, Renton, Seattle (south-end only) and Tukwila -- are among the hundreds of partners working together toward the Road Map Project's 2020 goal. The 2014 results report includes a special focus on whether the region is on track to reach the goal.

February 2015

Geographic Focus: North America-United States (Western)-Washington-King County-Seattle

In and Beyond Schools: Putting More Youth on the Path to Success with Integrated Support

Education and Literacy

In and Beyond Schools: Putting More Youth on the Path to Success with Integrated Support

As it becomes increasingly clear that a rich set of skills beyond academic knowledge is needed to thrive in college and career, schools must create the learning environments that help youth develop the range of knowledge, skills, and mindsets that research links to postsecondary success. In 2010-2011, 83,469 California youth left school without a high school diploma. Just 65 percent of 2008 California high school graduates enrolled in a postsecondary program shortly after high school.

Only 63 percent of those attending four-year colleges completed a degree within six years, and 31 percent of those attending two-year colleges graduated within three years.These patterns are not specific to California. Across the nation, a young person's socioeconomic background correlates highly with academic outcomes. The pattern is particularly troubling because an individual's level of education has a direct correlation with future earnings and other measures of life quality.

Schools are struggling to help more youth develop the increasingly complex body of knowledge, skills, and mindsets they need to succeed in college, careers, and civic life. In and Beyond Schools argues that building these skills and knowledge requires an integrated approach to youth development, one that leverages the expertise of schools and community resources beyond schools. As schools develop richer learning environments that nurture a broader range of psychosocial skills, this work can be enabled and accelerated through community partnerships that help schools build and complement their own strengths. Public and nonprofit organizations and agencies that work with young people beyond the school day often have experience developing many of the qualities and skills that research associates with college and career success. However, their expertise and resources are underutilized in the absence of sufficient incentives, structures, and policies to systematically align their work with public schools.

April 2014

Geographic Focus: North America-United States (Western)-California

Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

Education and Literacy;Race and Ethnicity

Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

By 2020, more than six out of 10 U.S. jobs will require postsecondary training. Despite a slight increase in college attainment nationally in recent years, the fastest-growing minority groups are being left behind. Only 25 and 18 percent of Blacks and Hispanics, respectively, hold at least an associate's degree, compared with 39 percent of Whites. Without substantial increases in educational attainment, particularly for our nation's already underserved groups, the United States will have a difficult time developing a robust economy.

Home to 65 percent of Americans, and a majority of all African Americans and Hispanics (74 and 79 percent, respectively), the 100 largest metropolitan statistical areas (MSAs) can play a strong role in developing this nation's workforce. In fact, to reach a national attainment target that meets our workforce needs, more than half of college degrees could be generated from the these cities. The majority of degrees needed among African-American and Hispanic adults could also be produced in MSAs.

Clearly, investing in and organizing around the potential of metropolitan areas is critical, and the stakes have never been higher. Yet the current funding climate requires strategic public and private partnerships to invest in education innovation and human capital development in order to have the most robust impact on sustainable national growth. For this study, the Institute for Higher Education (IHEP) sought to follow up on its previous work examining MSA educational attainment rates by further exploring policies that either inhibit or facilitate degree production, and identifying metropolitan-level, cross-section collaborations that help local leaders contribute to national completion goals.

February 2014

Geographic Focus: North America-United States (Southern)-District of Columbia-Washington;North America-United States (Southern)-Maryland-Baltimore;North America-United States (Southern)-Tennessee-Shelby County-Memphis;North America-United States (Western)-Nebraska-Douglas County-Omaha

Critical Choices in Post-Recession California: Investing in the Educational and Career Success of Immigrant Youth

Education and Literacy;Immigration

Critical Choices in Post-Recession California: Investing in the Educational and Career Success of Immigrant Youth

California's success in integrating immigrant youth is critical, not just to the state but the nation. Sheer numbers demonstrate this significance. The state is home to one-quarter of the nation's immigrants, and as of 2012, more than half of young adults in California ages 16 to 26 were first- or second-generation immigrants (compared to one-quarter of youth nationwide). California educates more than one-third of U.S. students designated as English Language Learners (ELLs).

This report examines the educational experiences and outcomes of first- and second-generation immigrant youth ages 16 to 26 across California's educational institutions, encompassing secondary schools, adult education, and postsecondary education. ELLs are a central focus of the analysis at all levels, as this group has unique educational needs. The findings draw from qualitative fieldwork -- including interviews with educators and community leaders in California -- and quantitative analyses of the most recent data from the U.S. Census Bureau and state education agencies.

June 2014

Geographic Focus: North America-United States (Western)-California

Separate & Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege

Education and Literacy;Race and Ethnicity

Separate & Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege

Clearly class is a powerful cross-cutting factor in explaining postsecondary differences among all students. Yet, controlling for income, race matters: taken together, lower-income AfricanAmerican and Hispanic students just don't do as well as lower-income whites. We find that white students (45%) in the lower half of the family income distribution drop out of college much less frequently than African Americans (55%) and Hispanics (59%).

These lower-income whites get Bachelor's degrees at nearly twice the rate of African Americans and Hispanics and obtain many fewer sub-baccalaureate degrees. In particular, African-American students get substantially more certificates.

Class and race overlap and are most virulent in combination. Along with many other researchers, we find that the reason for persistent racial inequality begins with the fact that African Americans and Hispanics seem to face barriers not faced by whites.

Unequal educational and career outcomes for economically disadvantaged whites can be explained with variables like family income, parental education, and peer expectations. These same variables do not fullyexplain African American and Hispanic educational and economic outcomes. Earlier research shows income effects are more fully explained by observable things, like peer group and tutoring, while differences by race are not so easy to pin down. The preponderance of evidence supports the premise that the disadvantages of race and income must be considered separately in most cases. Yes, differences in readiness and income explain differences in academic and life outcomes; but, independently, so do race and ethnicity.

July 2013

Geographic Focus: North America-United States

Reclaiming the American Dream: Community Colleges and the Nation�s Future

Education and Literacy

Reclaiming the American Dream: Community Colleges and the Nation�s Future

The American Dream is imperiled. Upward mobility, the contract between one generation of Americans and the next, is under siege. Once unchallenged, this nation's primacy in college graduation rates has already been overtaken by committed competitors from abroad. The nation can take great pride in what America's community colleges have accomplished, but the message of this Commission is simple and direct: If community colleges are to contribute powerfully to meeting the needs of 21st-century students and the 21st-century economy, education leaders must reimagine what these institutions are -- and are capable of becoming.

In a rapidly changing America and a drastically reshaped world, the ground beneath the nation's feet has shifted so dramatically that community colleges need to reimagine their roles and the ways they do their work. The premise of this Commission can be summarized in three sentences: The American Dream is at risk. Because a highly educated population is fundamental to economic growth and a vibrant democracy, community colleges can help reclaim that dream. But stepping up to this challenge will require dramatic redesign of these institutions, their mission, and, most critically, their students' educational experiences.

April 2012

Geographic Focus: North America-United States

College Access and Success in Philadelphia: Part I: Moving Towards Systemic Efforts

Education and Literacy

College Access and Success in Philadelphia: Part I: Moving Towards Systemic Efforts

Presents a scan of the city's college access and success system -- schools, higher education institutions, community-based organizations, families, advocates, funders, and businesses -- and opportunities to advance collaboration and alignment.

October 2010

Geographic Focus: North America-United States (Northeastern)-Pennsylvania;North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia

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