Driving Systemic Change

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Driving Systemic Change in Central Texas
Education Hispanic Austin Leadership Dec 9,
2008 Susan Dawson www.e3alliance.org
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First.An Example of Alignment at Work
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Alignment at Work Engineering/STEM

• 2 highest demand occupation
• Limited student success in STEM
• 12 HSs in 10 Districts with Project Lead the Way
  programs 1415 students
• No student incentives 4x4 or college
• College credit to ACC, Texas State, Texas Tech
  Fall 08 (Working on UT, UTSA)
• First in the history of the state!
• Now Supported by regional NSF grant
• Integrates to Summer Educator Institutes DTEACh
• First (?) joint research project by ACC, UT, TX
  State

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What is the E3 Alliance?

• The P-16 Council of Central Texas
• A catalyst for systemic change in the region

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The Big Disconnect
Global Economy
Other Nations
US Education
Performance
Competitive Gap
2008
Time
EC-10.08
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Governance Structure
Winstead PC Founding Partner Pete Winstead
St. Davids CEO Earl Maxwell
ACC President Stephen Kinslow
CommuniCard CEO Sylvia Acevedo
UT Austin Vice President Gregory Vincent
TX State Univ. President Denise Trauth
Region XIII ESC Executive Director Pat Pringle
UT System- IPSI Executive Director Marina Walne
AARO Higher Ed Chair Ed Sharpe
E3 Alliance President Susan Dawson
United Way President CPO David Balch
RRISD Superintendent Jesus Chavez
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E3 Alliance Model for Change
Using Information to Drive Action

• 2015
• More reach their potential
• Higher wage earners
• Stronger economy

From Information to Action
2008
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Pop Quiz Population Changes

• The low income student population is growing at
  about _____ the rate of the overall student
  population.
• A the same
• B twice
• C three times
• D a gazillion times

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The low income student population is growing at
about _____ the rate of the overall student
population.
2X
Answer B. is correct
Source TEA AEIS Reports, 2003 and 2007
DM-4.08
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Central Texas Income Distribution Where Weve
Been
2001-02
DM-8.08
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And Where We Are Now
2006-07
DM-9.08
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Areas with High Concentrations of Poverty Lack
Accredited ECE Centers
ECE-6.08
Source http//www.cares.missouri.edu/
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Improvement in 8th Grade Reading and Math, but
Math Gaps Remain Large
Student Performance on 8th Grade Reading TAKS All
CT Districts Charters, 2004-07
Student Performance on 8th Grade Math TAKS All
CT Districts Charters, 2004-07
Percent Passing
Percent Passing
AG-10.08
Source TEA Ad-hoc Report
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Pop Quiz ELL Outcomes
What percent of 8th grade English Language
Learners pass all their TAKS tests?

• A 10
• B 25
• C 50
• D None of the above

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• What percent of 8th grade English Language
  Learners pass all their TAKS tests?

About 10
Answer A. is correct
Source TEA Division of Performance Reporting,
Ad-hoc Report
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ELL Performance on Math TAKSFalls Off from 5th
Grade Onwards
Source TEA Ad-Hoc Report, 2007
LE-4.08
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Low Income Students Repeat 9th Grade at Greater
Rates than More Affluent Peers
Low income White students are retained at 4 times
their more affluent peers. Low income Black
students and Hispanic students are retained at 1½
times their more affluent peers.
Source Ed Fuller, College of Education,
University of Texas at Austin
DO-5.08
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High-Needs Schools Have Less Qualified Math
Teachers
Source Ed Fuller, College of Education,
University of Texas at Austin
MS-2.08
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Graduation Gaps and Trends

• TEA reported grad rate for Central TX 81
• About 25 of students not reported Other
  Leavers
• Grad rate gap as high as 28 in some districts
• Challenged populations overrepresented as other
  leavers
• Girls graduate at higher rates than boys in every
  district but one

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Pop Quiz Cost of Drop Outs

• A conservative estimate of the cost to Central
  Texas of a single class year of drop outs is
• A A decked-out Lamborghini
• B Total gross of Celine Dions Las Vegas Show
• C The cost of the Long Center
• D Annual budget of the UT Athletic Dept.

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• A conservative estimate of the cost to Central
  Texas of a single class year of drop outs is

425 million
Answer B. is correct Celine grossed 400M over
the life of her Vegas Show. We could buy almost
FIVE Long Centers for the cost of one years
worth of drop outs.
Source Data derived from TEA, AEIS reports and
Cecelia Rouse, Labor Market Consequences of an
Inadequate Education. Symposium on Social Costs
of Inadequate Education, 2005.
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Closing the Gaps to College

• As Goes the Hispanic Population, so Goes the
  State and its not going!

Source THECB Closing the Gaps by 2015 2007
Progress Report, July 2007
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Districts with More Low-Income Students Show
Lower College Graduation Rates
College Graduation Rate
Percent Low Income
District Low Income Rate
GR-6.08
Source THECB Ad-Hoc Reports and TEA AEIS Reports
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Bottom Line

• We have more and better data about education
  trends and outcomes in Central Texas than any
  region has ever had
• We have information that can drive action
• Many barriers remain timeliness, access,
  bureaucracies, structural issues, etc.
• Weve made huge progress but are a long way from
  where we need to be

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E3 Alliance Model for Change

• 2015
• More reach their potential
• Higher wage earners
• Stronger economy

From Information to Action
2008
Building Community Will for Change
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• Deliberative Dialogues on Education Gaps
• Multi-night moderated dialogues using detailed
  Discussion Guides
• Based on objective, local data
• Actively recruited diverse views
• Process designed to uncover common values and
  drive action

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By the Numbers

• 6 communities Austin, Bastrop, Eanes, Manor,
  Round Rock, San Marcos
• 120 moderators, each trained for 5 hours
• 35 planning and organizing meetings
• Over 600 total participants
• 17 dialogues sessions, 3875 volunteer community
  participant hours

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Critical Outcomes

• San Marcos New P-16 Council focused on early
  childhood and college transitions Manor New
  Community Center
• Bastrop Student-led Bi-District Dialogues
• Eanes Multi-district partnerships
• 1 Recommendation Expand Dialogues

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This Year
Leander/Cedar Park COMPLETE Hutto COMPLETE Pf
lugerville Jan 8,15,22 Manor Feb
10,17 Austin TBD Bastrop TBD
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E3 Alliance Model for Change

• 2015
• More reach their potential
• Higher wage earners
• Stronger economy

From Information to Action
2008
The Blueprint for Educational Change TM
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Blueprint Goals
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Change Champion Teams
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Example Accomplishments

• Strong Spanish Language outreach
• Para Una Buena Vida campaign / Feria Para
  Aprender fairs
• Created matrix of district Pre-K Practices
• School Readiness Taskforce- results in March
• United Way Education Council focused on Goal 2
  Volunteers
• Ready by 21 CAN have adopted Blueprint
  Indicators
• Expanding nursing programs to increase capacity
  and strengthen pipeline
• College Access Taskforce optimizing offerings at
  transition summer

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Regionalism Works!

• Common industry base/workforce needs
• Recognized platform interdependent economic
  future
• (Can be) entrepreneurial and fast
• Small enough to get the right players to the
  table to drive action
• Large enough to have real scale

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Keys to Success

• Persistence
• Replicability
• Multiple requests from other regions
• THECB funding E3 to develop common indicators
• Gates funding E3 to lead state data investments
• Scalability
• 0 -gt 1400 -gt 7000 Engineering student pathways
• Funds/programs gap analysis
• Region-wide school readiness standards
• Objectivity
• No bias in data, programs, recommendations
• Foundation buy-in to Blueprint