Commit! 2015 Scorecard

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


>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



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



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.


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


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%


through 12 PopulationHispanic 56%Black 24%White/Other 20%

Not Postsecondary

Ready PacePostsecondary

Ready Pace

Not Postsecondary


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%).


31%

41%

69%

Non ELL

ELL

8,742 6,978 10,444 12,707


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


Non-Economically Disadvantaged

Not Postsecondary


Ready Pace

Non ELL

ELL



through 12 PopulationNon ELL 30%ELL 70%



through 12 PopulationEconomically Disadvantaged 72%Non-Economically Disadvantaged 28%

Not Postsecondary


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.


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


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


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

28

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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