Community Action Report

ACTION TOWARD CHANGE 2017 COMMUNITY IMPACT REPORT SCHOOL DISTRICT PARTNERS

POSTSECONDARY PARTNERS

PARTNERS

Birth Through Eight Strategy for Tulsa (BEST) Foundation for Tulsa Schools Reach Out and Read Tulsa Community Foundation Brink Growing Together Reading Partners Tulsa Dream Center City of Tulsa Hunger Free Oklahoma Strong Tomorrows Tulsa Housing Authority City Year J.A.M.E.S. INC. StriveTogether Tulsa Regional Chamber Center for Public Research and Leadership at Metropolitan Baptist Church Take Control Initiative Tulsa Regional Stem Alliance Columbia University Northwestern University Teens On Board Women in Recovery Communities In Schools The Opportunity Project TRiO Program YMCA of Greater Tulsa CAP Tulsa Oklahoma Partnership for Expanded Learning Tulsa Area United Way Youth Philanthropy Initiative (YPI) Community Service Council of Greater Tulsa Oklahoma State Department of Education Tulsa Campaign to Prevent Teen Pregnancy Youth Services of Tulsa Crosstown Learning Center OU-Tulsa Center of Applied Research for Tulsa Carerra Program (CSC) Educare Nonprofit Organizations Tulsa City-County Health Department Family & Children’s Services Project Lead the Way Tulsa City-County Library KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY SECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

CONTENTS

4 TULSA AREA DEMOGRAPHICS

6 LETTER FROM LEADERSHIP

7 ABOUT IMPACTTULSA

8 SIX OUTCOME AREAS

9 IMPACTTULSA LEVERS

14 COUNTDOWN TO KINDERGARTEN

16 READY TO READ

18 MIDDLE SCHOOL MATH

20 GRADUATE 918

24 CALL TO ACTION

26 CITATIONS

ImpactTulsa uses data as a flashlight, not a hammer.

3 TULSA AREA REGIONAL DEMOGRAPHICS14 TULSA EDUCATION PROFILE 2

2012 – 2016 2016 2012 – 2016 2016 CHILDREN UNDER 18 2016 STUDENTS ENROLLED IN 18 – 24 YEAR OLDS EDUCATIONAL ATTAINMENT PRE-K – 12 STUDENTS IN POSTSECONDARY INSTITUTIONS ENROLLED IN COLLEGE FOR ADULTS OVER 25 160,722 TULSA COUNTY & SAPULPA TULSA COUNTY OR GRADUATE SCHOOL SKIATOOK COLLINSVILLE CHILDREN UNDER 18 High School Diploma LIVING IN POVERTY or Higher 38,056 364,784 88.8% 160,722children under 18 125,463 24.1% 38,241 18,911 Associate’s Degree SPERRY of children under 18 91.4% 25.5% students enrolled 23.4% 32.0% or Higher TULSA COUNTY TOTAL POPULATION of total population in public schools 2006 – 2010 2012 – 2016 OWASSO 160,604 39.1% 589,757 Bachelor’s Degree 2012 – 2016 629,823 or Higher 7% GROWTH CHILDREN UNDER 5 125,993 46,488 30.7% CHILDREN UNDER 5 OF COLOR KANSAS SAND SPRINGS TULSA Oklahoma ranks #1 in the country in 23,058 Average Salary of Teachers Cost Per Pupil MISSOURI BERRYHILL the percentage of public high schools 46,488children under 5 Average Salary of Teachers Cost Per Pupil 49.6% 1,814 offering concurrent enrollment: $47,755 $9,987 KEYSTONE 7.4% of children under 5 Rank Rank $47,957 $9,753 of total population 42 28 Rank Rank 98.8% National average: 75.2% 40 30 UNION BROKEN ARROW OKLAHOMA EMERGENCY OKLAHOMA ARKANSAS TEACHER CERTIFICATIONS Average Salary of Teachers Cost Per Pupil COLORADO Average Salary of Teachers Cost Per Pupil JENKS Average Salary of Teachers Cost Per Pupil $48,218 $9,546 $45,276 $7,796 Rank Rank SAPULPA SCHOOL DISTRICT IS SAPULPA 1,160 Rank Rank INCLUDED IN STUDENT PROFILE, BUT 2016 $46,155 $8,787 38 34 49 48 NOT INCLUDED IN COUNTY DETAILS 2016 EMPLOYMENT STATUS 1,063 Rank Rank UNEMPLOYMENT RATE AGE 20 – 24 46 40 GLENPOOL 4.7% 22.7% BIXBY Not in Labor Force NEW MEXICO 2012-2016 9,814 HOUSEHOLD INCOME 29,854 Average Salary of Teachers Cost Per Pupil of 43,298 MEDIAN HOUSEHOLD INCOME 8.3% 505 $47,163 $9,158 LIBERTY 69% Unemployed Rank Rank Employed 44 38 $50,654 3,609 TEXAS AVERAGE HOUSEHOLD INCOME 189 Average Salary of Teachers Cost Per Pupil $71,737 97 $51,890 $8,434 Rank Rank PER CAPITA INCOME 32 27 46 UNITED STATES Average Salary of Teachers Cost Per Pupil 2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 Jul–Nov $28,970 2017 Source: National Center for Education Statistics 2016 $58,353 $11,433 TULSA AREA REGIONAL DEMOGRAPHICS14 TULSA EDUCATION PROFILE 2

LETTER FROM LEADERSHIP

The Greek philosopher, Heraclitus, said, “The only thing that is constant is change.” This could not be more true in today’s global, technology-driven workplace. Technology is changing the way businesses and employees utilize information and platforms. Advances in robotics have made manufacturing more complex. Online shopping has transformed retailing, and carmakers are on the verge of reinventing transportation. To be prepared for these changes, students need training in how to interact with technology and master skills computers cannot, like teamwork, negotiation, persuasion, and caregiving.1

The good news is Oklahoma is rising to the challenge. In spring 2017, the state unveiled new assessments linked to college and career readiness. The standards identify the necessary knowledge and skills students need from kindergarten through high school to successfully complete postsecondary coursework or workforce training without remediation.2 With these changes, we are now measuring students against a rigorous national benchmark aligned with the National Assessment of Educational Progress (NAEP) .

Tulsa-area school districts are preparing students for meeting the challenge by incorporating innovative approaches to instruction that emphasize computational design, critical thinking, and problem-solving over rote memorization. Supporting them are countless nonprofits, businesses, faith groups, and parents. Together, they are enhancing opportunities for students to engage in design thinking, project-based learning, and career development initiatives that demonstrate real-world application and advance social and emotional skills.3

This report includes baseline data in the Tulsa area for the reset of Oklahoma Academic Standards that will better track the progress of the region’s students over time. It also includes Actions Toward Change that ImpactTulsa and community partners are making alongside school districts to help prepare students for the opportunities and challenges they will encounter in life.

There is much work to be done. It will take all of us to ensure our community is well positioned for a successful future.

Kathy Taylor Kathy Seibold Chair, ImpactTulsa Leadership Council Executive Director, ImpactTulsa KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE MIDDLE SCHOOL HIGH SCHOOL POSTSECONDARY SECONDARY READINESS READING MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

IMPACTTULSA IS A COLLECTIVE IMPACT PARTNERSHIP THEORY OF ACTION THAT BRINGS TOGETHER SCHOOLS, BUSINESSES, FAITH-BASED GROUPS, COMMUNITY ORGANIZATIONS, PHILANTHROPY, AND GOVERNMENTAL AGENCIES TO When ImpactTulsa strives to: SIGNIFICANTLY IMPROVE STUDENT OUTCOMES. Measure what matters to inform action, VISION Identify eﬀective practices All students are guaranteed a high-quality education. to expand what works, and MISSION Align resources ImpactTulsa aligns the community to provide a pathway for to drive change in policy and practice... all students to thrive.

GOAL …then we will be a model of excellence that Be a model of excellence by dramatically improving improves student achievement outcomes. student achievement outcomes.

O R K M E M W B T E E R N StriveTogether is a national, nonprofit network of more than 70 community partnerships. The network’s mission is to build the capacity of communities to dramatically improve educational KINDE20 SUSTAININGRKINDEGARTENKINDERG17ARKINDETENRGARTHIRD-GRADEoutcomesKINDETENRGARRKINDETENTHIRD-GRADE forGA everyRTENRTHIRD-GRADEG childAR TENfromTHIRD-GRADE MIDDLEcradleTHIRD-GRADE to careerMIDDLE THIRD-GRADESCHOOL byMIDDLE providing SCHOOLMIDDLE SCHOOL strategicMIDDLEHIGH SCHOOL MIDDLESCHOOL SCHOOLHIGH SCHOOL HIGHSCHOOL SCHOOLHIGH POSTSECONDARY HIGHSCHOOL SCHOOLPOSTSECONDARYHIGH POSTSECONDARYSCHOOL POSTSECONDARY POSTPOSTSECONDARY SECONDARYPOSTPOSTSECONDARY SECONDARYPOST SECONDARY POSTPOSTSECONDARY SECONDARYPOST SECONDARY READINREADINESS READINESSREADINEassistance,SSREADINGREADINESS networkREADINREADINGESS communicationsREADINGESS READINGMATHEMATICSREADING andMATHEMATICS high-qualityREADINGMATHEMATICS resources.MATHEMATICSMATHEMATICSCOMPLETIONMATHEMATICSCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONENROLLMENTCOMPLETIONENROLLMENTENROLLMENTENROLLMENTCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYCOLLEGEPROFICIENCYCOLLEGE & COLLEGE & COLLEGE &COLLEGE & COLLEGE & & CAREERCAREER READYCAREER READYCAREER READYCAREER READYCAREER READY READY OUTCOME AREAS OF FOCUS

KINDERKINDEGARTENKINDERGARKINDETENRGARTHIRD-GRADEKINDETENRGARRKINDETENTHIRD-GRADEGARTENRTHIRD-GRADEGARTENTHIRD-GRADEMIDDLETHIRD-GRADEMIDDLE THIRD-GRADESCHOOLMIDDLE SCHOOLMIDDLE SCHOOLMIDDLEHIGH SCHOOL MIDDLESCHOOL SCHOOLHIGH SCHOOL HIGHSCHOOL SCHOOLHIGH POSTSECONDARY HIGHSCHOOL SCHOOLPOSTSECONDARYHIGH SCHOOLPOSTSECONDARY POSTSECONDARY POSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARY READINREADINESS READINESSREADINESSREADINGREADINESSREADINREADINGESS READINGESS READINGMATHEMATICSREADINGMATHEMATICSREADINGMATHEMATICSMATHEMATICSMATHEMATICSCOMPLETIONMATHEMATICSCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONENROLLMENTCOMPLETIONENROLLMENTENROLLMENTENROLLMENTCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYCOLLEGEPROFICIENCYCOLLEGE & COLLEGE & COLLEGE &COLLEGE & COLLEGE & & CAREERCAREER READYCAREER READYCAREER READYCAREER READYCAREER READY READY 7

KINDERKINDEGARTENKINDERGARKINDETENRGARTHIRD-GRADEKINDETENRGARRKINDETENTHIRD-GRADEGARTENRTHIRD-GRADEGARTENTHIRD-GRADEMIDDLETHIRD-GRADEMIDDLE THIRD-GRADESCHOOLMIDDLE SCHOOLMIDDLE SCHOOLMIDDLEHIGH SCHOOL MIDDLESCHOOL SCHOOLHIGH SCHOOL HIGHSCHOOL SCHOOLHIGH POSTSECONDARY HIGHSCHOOL SCHOOLPOSTSECONDARYHIGH POSTSECONDARYSCHOOL POSTSECONDARY POSTSECONDARY SECONDARYPOSTSECONDARY SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY READINREADINESS READINESSREADINESSREADINGREADINESSREADINREADINGESS READINGESS READINGMATHEMATICSREADINGMATHEMATICSREADINGMATHEMATICSMATHEMATICSMATHEMATICSCOMPLETIONMATHEMATICSCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONENROLLMENTCOMPLETIONENROLLMENTENROLLMENTENROLLMENTCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYCOLLEGEPROFICIENCYCOLLEGE & COLLEGE & COLLEGE &COLLEGE & COLLEGE & & CAREERCAREER READYCAREER READYCAREER READYCAREER READYCAREER READY READY KINDERGARTEN READING READINESS

THIRD-GRADE READING PROFICIENCY 36 %

EIGHTH-GRADE MATH PROFICIENCY 23 %

HIGH SCHOOL GRADUATION

84 %

POSTSECONDARY ENROLLMENT 55 %

POSTSECONDARY COMPLETION 39 % 2017 TULSA AREA OUTCOMES

ImpactTulsa compiles data and measures student success in six outcome areas from kindergarten readiness to postsecondary completion. We use data to target goals and align resources to improve the outcomes.

As of 2017, current education outcomes for the Tulsa area are:

• 57% of students entering kindergarten are ready to learn to read • 36% of third-grade students are proficient or advanced in reading • 23% of eighth-grade students are proficient or advanced in math • 84% of students in the 2016 four-year cohort graduated high school • 55% of high school May 2015 graduates were enrolled in postsecondary education within a year of their high school graduation • 39% of Tulsa County residents 25 years of age or older have an associate’s degree or higher

Within these outcome areas, ImpactTulsa focuses on five “levers” to affect change.

LEVERS

Data and Continuous Improvement 84 % • 36% • Attendance and Chronic Absenteeism % 55% • Pre-K Enrollment 57 • ImpactTulsa Literacy Campaign 23% 39% • FAFSA Completion KINDERGARTEN READING READINESS THIRD-GRADE READING PROFICIENCY EIGHTH-GRADE MATH PROFICIENCY HIGH SCHOOL GRADUATION POSTSECONDARY ENROLLMENT POSTSECONDARY COMPLETION

9 10 LEVERS 10 sustain continuous improvement in Tulsa. Training sessions willlaunchin2018 to develop apoolof Tulsa-area facilitators whowillexpand and learning, Results-Based Leadership, Design Thinking, andRapid Cycle Continuous Improvement. Carnegie Foundation andSixSigmamodels. With afocus onequity, thetraining includes peer-to-peer and reduce thegap between current anddesired outcomes. StriveTogether. They are usingcontinuous improvement processes to identifyproblems of practice Networks are participating in15monthsof continuous improvement training facilitated by readers oninterventions, andpre-K teachers onreducing challengingbehaviors intheclassroom. completion, previously incarcerated women onsafe andnurturinghomes, struggling third-grade Impact andImprovement Networks are working withexpectant teens onhealthy birthsandgraduation student andfamily outcomes. Impact &Improvement Networks In February 2017, we partnered with25cross-sector organizations and43participants to launchfive outcomes. and StriveTogether as well aslocal school districts andnonprofits to effectively use data toimprove Research andLeadership (CPRL) atColumbia University, George Kaiser Family Foundation (GKFF) ImpactTulsa ispartnering withBirth Through EightStrategy for Tulsa (BEST), Center for Public DATA AND CONTINUOUS IMPROVEMENT A ction T ow ar d Chan d g e 4 . The networks are aligninggoals, strategies, anddatafor specific 4 The training aligns withhighly-regarded to improve specific studentandfamilyoutcomes. launched 43 participants fiveImpact&Improvement Networks in 25 cross-sector organizations

LEVERS 11 10 11.7% Oklahoma Chronic Absentee Rate: % 1 . 6 1 ig coo .7% 1 1 ie coo 5% . 9 eentar Preliminary findings suggest a) a relationship between between relationship a) a suggest findings Preliminary e g It is an early warning indicator for both low achievement and dropping out of and dropping achievement both low for indicator warning It is an early 5 By ninth grade, absenteeism is a better predictor of dropping out than eighth dropping of predictor is a better absenteeism grade, ninth By 7

8 d Chan ar

6 ow T

ction absenteeism and support teachers and districts with resources they need to influence change directly directly change influence need to they with resources and districts and support teachers absenteeism with students. The analysis is helping ImpactTulsa and partners launch an attendance campaign aimed at changing campaign launch an attendance and partners is helping ImpactTulsa The analysis with chronic populations student target us to The data is allowing attendance. of the culture low kindergarten attendance and later chronic absenteeism, b) a school-level correlation between between correlation a school-level b) absenteeism, chronic and later attendance kindergarten low in middle and high patterns gender and c) and math, in reading and performance absenteeism chronic in high school. and females in middle school absenteeism higher chronic have school—males To better understand the prevalence of chronic absenteeism, ImpactTulsa is analyzing a target dataset. dataset. a target is analyzing ImpactTulsa absenteeism, chronic of the prevalence understand better To chronic and characteristics student between and relationships correlations exploring are We factors. as predictive as well absenteeism Nationally, students who miss 10% or more days in early grades score lower than their peers in third- than their peers lower score grades in early days or more 10% who miss students Nationally, tests. reading grade scores. test grade of two days per month. days two of high school. Chronic absenteeism is defined as missing 10% of school days–18 days in a school year or an average average or an year school in a days school days–18 of 10% is defined as missing absenteeism Chronic ATTENDANCE AND ABSENTEEISM CHRONIC ATTENDANCE A LEVERS 12 A community raised $292,234. 232 teachers and20,036 students throughout 84 Tulsa area schools. Intwo years, the 681 community members provided $154,234. Their contributions directly supported posted projects, andthecommunity provided thefunding. To ease this burden, ImpactTulsa conducted its second DonorsChoose.org campaign. Teachers supplies. Nationally, teachers spendabout$500annuallyonsupplies for theirstudents. A lackof fundingfor schools means teachers increasingly spendtheirown money for classroom IMPACTTULSA LITERACY CAMPAIGN students and an 8%increase for Asian/Pacific Islander students. to 72% inpre-K enrollment since 2013. conducted asecond pre-K campaign. Overall datafor the Tulsa area shows a3%increase from 69% To reach students wholive inareas where pre-K enrollment islow, ImpactTulsa andourpartners 3,000 students inthe Tulsa area donotenroll inpublicpre-K programs. do not. National research shows students whoattend pre-K are more ready for kindergarten thanpeers who PRE-K ENROLLMENT A ction ction 10 Yet inthe Tulsa area, 1in3four-year-olds are notenrolled. T T ow ow ar ar d Chan d d Chan d g g e e has Pre-K enrollment inthe Tulsa area increased by 11

The largest increases increase includea7% for Hispanic

3% since 2013. Last year, three foundations and

12 ImpactTulsa’s datashows over 12

65% 70% 75% 80% WHO WERE ENROLLED INPRE-K THE PRIOR YEAR PERCENTAGE OF TULSA AREA KINDERGARTEN STUDENTS 2013 •2014 2014 •2015 PRE-K YEAR 2015 •2016 $292,234 2016 •2017 Native American White African American Asian/Paciﬁc Islander isani

LEVERS 13 FAFSA

from the class of the class from 2017 14 completed a FAFSA form. completed a FAFSA One in two Tulsa area seniors area Tulsa One in two Nineteen out of 24 high schools 24 out of Nineteen Finding ways to increase access to financial aid, financial aid, to access increase to Finding ways 15 e 16 g d Chan ar ow T Yet in Tulsa County, only 23% of adults 25 years and older have some coursework beyond beyond coursework some and older have 25 years adults of only 23% County, Tulsa in Yet

ction We will launch a cross-sector Action Network to implement shared strategies for addressing barriers barriers addressing for strategies implement shared to Network Action will launch a cross-sector We entry. postsecondary to FAFSA completion is only the first step in helping students finance postsecondary education. education. postsecondary finance students in helping step the first is only completion FAFSA participation include increasing to the work expanding for opportunities is exploring ImpactTulsa Promise. such as Oklahoma’s financial aid opportunities, postsecondary and local in other state rates increased their completion rates, resulting in potential access to $22 million dollars in federal Pell Pell in federal $22 million dollars to access in potential resulting rates, their completion increased funding in our region. Grant In its second year, the FAFSATulsa partnership increased FAFSA completion rates by 12% by rates completion FAFSA increased partnership the FAFSATulsa year, In its second to the prior year. compared 2017 of class the graduating for Alongside school districts and postsecondary partners, ImpactTulsa, City of Tulsa, Tulsa Regional Regional Tulsa Tulsa, of City ImpactTulsa, partners, and postsecondary districts school Alongside who students the number of increase to joined forces Initiative Philanthropy Youth and Chamber, Aid (FAFSA). Student Federal for Application the Free complete

Lack of funding to support continued education is among the top barriers students identify for identify for students barriers the top is among education support continued funding to Lack of credential. a postsecondary not completing attainment. degree increasing to support is critical of other forms and scholarships, school. degrees. graduate and 10% bachelor’s, 21% degrees, associate’s 8% hold high school, In the Tulsa metropolitan area, all newly created jobs by 2025 will require coursework beyond high beyond coursework will require 2025 by jobs created all newly area, metropolitan Tulsa In the FAFSA COMPLETION FAFSA A 14

WHAT THE DATA SAYS PERCENTAGE OF KINDERGARTEN STUDENTS WHO IMPROVED READINESS TO LEARN TO READ The Tulsa region’s kindergarten assessments offer an important first-look at young students’ school FROM FALL 2016 TO SPRING 2017 readiness. The share of students demonstrating early literacy skills remained stable when compared to last year. Gains were higher for students from low-income households, up two percentage points to 47%. 57% eady t earn t ead Though measurement and accountability have improved since our inaugural report in 2014, there is a more to do. All districts measure readiness, but a common definition of kindergarten readiness has not been established. Assessments and assessors vary from place to place as well. Some assessors 61% are classroom teachers, and others are district testing staff. A common assessment administered eady t earn t ead consistently would give a more reliable signal of readiness. 39% t eady t in earn t ead Additionally, the definition of readiness has not adjusted to the state’s higher, nationally-aligned in 4% expectations. The lack of consistency could cause confusion over time, with over 60% of students Ired demonstrating early literacy skills in kindergarten but only about half of those considered proficient just a in a few years later. PERCENTAGE OF STUDENTS ENTERING KINDERGARTEN READY TO LEARN TO READ, FALL 2016 Action Toward Change 57% FALL 2015 READY ns FALL 2016 READY Research is an important first step in determining how districts continue to refine their approach 57% to supporting kindergarten readiness. ImpactTulsa’s review of national research shows the U.S. Department of Education identifies five domains that are important to school success.19 hi 67% 68%

• physical well-being and motor development Asian/Paciﬁc Islander 59% 52% • social and emotional development 41% • approaches to learning African American 42% • language development—including early literacy isani 38% • cognition and general knowledge 40%

Multiracial 55% Research says supporting all areas of development starting as early as possible plays an important 55% role in laying a solid foundation for future success. Parents, caregivers, and other adults in a child’s life, Native American 63% birth through age five, all contribute to school readiness. For a great start, kids need access to quality 61% preschool, health care, nutrition, and physical activities.20 Whole-family supports are often needed as well. 45% 21 Low Income Studies show investing in mothers and family environments has lasting benefits on child development. 47% 74% COMMUNITY OUTCOMES COMMUNITY Not Low Income 76%

0% 20% 40% 60% 80% 100% COMMUNITY OUTCOMES

Why It Matters: “Entering school ready to learn can improve one’s chances of reaching middle class status by age 40 by about 8%”. 18

PARTNERS IN ACTION Did You Know Georgetown University Birth through Eight Strategy for Tulsa (BEST) is a comprehensive, continuous, tracked pre-K students and integrated approach that focuses on families to help break the cycle of intergenerational from CAP Tulsa through poverty. The strategy is informed by decades of brain science that eighth grade and found says the most effective way to combat poverty is to “act early” positive effects on middle- when most brain development happens. By knitting together school math. programs and services to create a seamless continuum of support for families, BEST aims to reach 80% of the 40,000 children under the age of nine in Tulsa County who are living in poverty. BEST

BEST is focused on increasing outcomes for children in four areas.BIRTH THROUGH EIGHT STRATEGY FOR TULSA • healthy births The Birth through Eight Strategy for Tulsa (BEST) represents an exciting opportunity for Tulsa. safe and nurturing homes BEST is a comprehensive, continuous and integrated approach that focuses on families to help break • the cycle of intergenerational poverty. This strategy knits together programs and services to create In addition, students • kindergarten readiness a seamless continuum of support. Programs, services, community agencies and philanthropies were 31% less likely to be • success by third grade are partnering with Tulsa’s families to build a cycle of opportunity. retained, 34% less likely to be chronically absent, Over the course of ten years, BEST will work to improve access to quality early childhood and more likely to enroll in education programs and services in Tulsa to increase kindergarten readiness and lay a gifted or honors programs solid foundation for long-term success. Partners include communityTHE BIRTH THROUGH organizations EIGHT that STRATEGY are FOR TULSA’S FOUR MAIN GOALS ARE TO INCREASE THE PERCENTAGE OF CHILDREN: than peers who did not committed to reaching children, parents, and caregivers in a variety of settings such as schools, attend CAP Tulsa pre-K.17 pediatricians’ offices, homes, and WIC clinics. ImpactTulsa is proud1 to partner with BEST2 on 3 4 data analysis, aligning resources, and developing continuous improvement strategies. Born Raised in safe and Ready to enter Achieving success healthy nurturing homes kindergarten by third grade

15 REACH AND IMPACT: Over the course of ten years, BEST is projected to reach 80 percent of the 40,000children living in poverty under the age of nine in Tulsa County annually. 40,000 LIVING IN POVERTY UNDER THE AGE OF 9 IN TULSA COUNTY

17,000 2 YEARS SERVED ANNUALLY PHASE I PHASE

32,000 8 YEARS SERVED ANNUALLY PHASE II PHASE

0 10,000 20,000 30,000 40,000

The strategy is deeply informed by what decades of • A majority of programs and services will focus intensively brain science research tell us about the most effective on infants and toddlers. Adults will receive the tools and way to combat poverty: Act early, when most brain reinforcements they need to support early development. development happens. • A wide range of evidence-informed supports will be available to families across the community during the first eight years of a child’s life. COMMUNITY OUTCOMES 16 A reading achievement thatcan beattributed to summerslide. than affluentpeers. students. Students wholive inlow-income households regress 2.5to 3monthsmore over thesummer Summer breaks, for example, can lead to the regression of reading skills, especially for low-income to individualstudents orsmallgroups. Students needextra support outside theclassroom aswell. Because students can struggle withoneormore of these, educators must customize interventions • • • • • conducted by the Annie E. Casey Foundation (2013) outlines five contributors to low performance. Students who have lower achievement scores remain there orfall furtherbehindwithouthelp. Without intervention, thegap between struggling andfluentreaders continues to exist over time. compared to 35%nationwide. area students are narrowly behindthestate, where 33%percent of Oklahomansachieved proficiency fourth-grade reading assessment provides arough sense of how Oklahomastudents are doing. Tulsa Comparing these numbers withthe2015 National Assessment of Educational Progress (NAEP) outperformed theall-student average. students of color (26%)achieved proficiency. White, Asian, Multiracial andNative American students below thestatewide level. Roughly a quarter of students from low-income households (24%) and The 2017 assessment found 36%of Tulsa region’s students scored proficient orhigher, about3% support judgments. Proficient andadvanced readers move furtherupthe scale to draw conclusions, make evaluations, and relevant information intext, make simpleinferences, andinterpret themeaning of aword intext. descriptions: a)below basic, b) basic, c) proficient, andd)advanced. A basic-level reader can locate meaning, andapplyingmeaning to texts. Oklahomahasadopted four achievement-level proficiency Third-grade reading proficiency isdefinedasunderstanding written text, developing andinterpreting WHAT THE DATA SAYS ction quality teaching family stressors summer learning chronic absence school readiness T ow ar d Chan d 8 23 By sixthgrade, some studies show asmucha2-year and7-month difference in g e 24 1 A study Astudy 22

NUMBER OF TEST TAKERS Asian/Paciﬁc Islander 1,000 1,500 a s a sanaisinssas sss snin ans han 500 African American Native American Not Low Income 0 OR ADVANCED INREADING, 2017 PERCENTAGE OF THIRD GRADE STUDENTS PROFICIENT ADVANCED IN THIRD GRADE READING, 2017 DISTRIBUTION OF STUDENTS PROFICIENT OR ns Low Income Multiracial isani BASIC AND BELOW BASIC hi STUDENTS 0% 6,049 30% 4 2 3 2 3 3 1 1 3% 6% 1% 1% 0% 0% 9% 9% 10% SCALE SCORE (READING) 2% 20% 3% 300 4% PROFICIENT STUDENTS 2,735 30% 7% 8% 329 8% 8% ADVANCED 40% 1 STUDENTS 1% 1 711 PROFICIENT 3% 50% ADVANCED 60% 399 COMMUNITY OUTCOMES 17 22 this program makes in the lives of children. I have seen the seen I have children. of in the lives makes this program and I look with has made, I work that the student progress I week. with her each her and working seeing to forward partner as reading a being as much benefit from think I get receives.” the student One volunteer expressed “it has been my pleasure to be a to pleasure “it has been my expressed volunteer One what a difference first-hand and witness partner reading engaged 1,468 community volunteers in 2016-17 who provided more than more who provided in 2016-17 volunteers community 1,468 engaged Children with the lowest reading scores account for approximately 63% of all children who do not graduate from high school. 63% of high school. from account for approximately who do not graduate scores all children with the lowest reading Children 89% of target students mastered key foundational reading skills needed to read at needed to read skills reading foundational key mastered students target of 89% grade. in third grade-level performance. reading school-wide improved report principals 83% of their school. to is valuable Partners Reading report teachers of 100% experience. with their satisfied are they say volunteers 95% of Why It Matters: • • • • personally and academically. He struggled with blending sounds to make a word. As a result, his a result, As word. a make to with blending sounds He struggled and academically. personally with working months of a few After out the words. sound he had to because on him picked classmates aloud!read to started sounds and in blending confidence gained Taylen his tutor, 47,000 tutoring sessions for students like Taylen. like students for sessions tutoring 47,000 both together, hurdles several conquered have and his tutor Taylen the year, the beginning of Since PARTNERS IN ACTION: PARTNERS Partners Reading students are in school every day and providing the extra practice students need to become fluent become need to students practice the extra and providing day every in school are students readers. Parents and community members can help support educators in this important area by ensuring by in this important area educators help support can members and community Parents COMMUNITY OUTCOMES 18 A math isanimportantindicator of success. Tulsa hasalotof work to doto ensure students are college andcareer ready inmath. Middleschool national average. the nationoneighth-grade mathassessment, 23%scoring proficient orbetter—9% behindthe A 2015 National Assessment of Educational Progress (NAEP) comparison shows Oklahomatrailing African American eighthgraders intheregion—or 7% of thetotal—scored proficient oradvanced. of students from low-income households and17% of students of color achieved proficiency. Just 64 region’s students scored attheproficient level orhigherin 2017—equal to the state. Twelve percent Tulsa andOklahomafall well behindthenationalaverage ineighth-grade math. Only 23%of the into tables andgraphs, andfinally, they shouldbeable to analyze statistical claims. understand properties of geometric shapes. Students shouldbeableto convert algebraic functions roots andpi. They shouldbeableto calculate areas andangles, convert common measures, and Eighth graders shouldunderstand rational numbers, decimals, fractions andbefamiliar withsquare properties andoperations, b) measurement, c) geometry, d)statistics/probability, ande) algebra. By eighthgrade, proficient math students show achievement across five content areas a) number WHAT THE DATA SAYS inside andoutside theclassroom thatconnect mathto careers andinterests. Parents, businesses, nonprofits, and community members can help by providing unique experiences • • • • goals. STEM related activities insideandoutside theclassroom atthisage influence astudent’s long-term fields can beheightened ordiminishedduringpivotal middle school years. Students make thechoice to pursue aSTEM career longbefore entering college. Interest inSTEM science, technology, engineering, andmath(STEM) courses. math pipelinelonger andhave more exposure to coursework thatprepares themfor postsecondary ction exposure to STEM-based careers technology-based learning hands-on experiences that stimulate curiosity andenhance understanding rigorous preparation inmathandscience before middleschool 30 Promoting STEM interest amongmiddleschool students includes four elements. T ow Mathematics Middle School ar d Chan d g e 28 Students who take algebra ineighthgrade stay inthe 29

1 Positive experiences in 30&31

NUMBER OF TEST TAKERS Asian/Paciﬁc Islander 1,000 1,500 500 African American Native American Not Low Income a a sinssas sanai sss snin ans han ADVANCED INEIGHTHGRADE MATH, 2017 DISTRIBUTION OF STUDENTS PROFICIENT OR PROFICIENT OR ADVANCED INMATH, 2017 PERCENTAGE OF EIGHTHGRADE STUDENTS 0 ns Low Income Multiracial isani hi BASIC AND BELOW BASIC 0% PROFICIENT 1 1 1 1 1 1 7% 8% 5% 1% 7% 4% 9% 5% 2% STUDENTS 6,349 2% 10% 5% 2% 5% SCALE SCORE (MATH) 1 20% ADVANCED 8% 1 1 % 0% 300 STUDENTS 1 6% 992 PROFICIENT 30% 1 316 9% ADVANCED 40% 2 STUDENTS 7% 934 PROFICIENT 50% ADVANCED 60% 399 COMMUNITY OUTCOMES 19

Did you know? Did you up 47% make Women workforce, U.S. the of of but hold only 24% jobs. STEM in who work Women 35% earn jobs STEM than women more in comparable and jobs non-STEM than men 40% more jobs. in non-STEM

25 is building Me & My Math Third-grade students in the program in the program students Third-grade Students off track in math by eighth grade only have a 3% chance of reaching the ACT College Readiness Readiness College ACT chance of only have a 3% off in math by eighth grade Students the track reaching 12. by grade in mathematics Benchmarks program reaches 14 elementary schools. More than More elementary schools. 14 reaches program 1,000 educators. 1,000 development that aligns to Oklahoma Academic Standards for science. science. for Standards Academic Oklahoma to that aligns development to development professional and providing students 130,000 include reaching 2018 for goals TRSA The model capitalizes on local talent and promotes Tulsa community leadership to ensure local ensure to leadership community Tulsa talent and promotes on local The model capitalizes Standards Science Generation such as Next include national experts Sessions sustainability. plan lesson phenomenon-based 3-D curriculum through who demonstrated Moulding, Brett author, development series with year-long support for northeastern Oklahoma pre-K through postsecondary postsecondary through Oklahoma pre-K northeastern support for with year-long series development educators. the skills and have they ensure to educators for development professional leading is also TRSA is a professional program STEM^3 their in 2016, Developed STEM. advance needed to materials success in middle school. school. in middle success average national improvement to a compared improvement average a 14-point showed peers. local school over point increase points and a four 13 of Mentor setting game-based in a fun, with students work mentors 100 for the stage and set math facts basic foundational increase to The Tulsa Regional STEM Alliance (TRSA) Alliance STEM Regional Tulsa The Their in STEM. careers to students for pathways PARTNERS IN ACTION: PARTNERS Why It Matters: COMMUNITY OUTCOMES 20 A school plan. career options, understand thecoursework required to reach theirgoals, andcreate apost high school districts. Parents andcommunity members can helpstudents explore postsecondary and provides aperfect opportunity for businesses, nonprofits, and community members to partner with Helping highschool students develop occupation-related social skillsandidentifycareer goals teamwork andproblem-solving skillsinadditionto knowledge. shows thatsocial andmathskillsgrew asashare of alljobs. Employers are increasingly demanding increasingly complex labormarket. A study of increasing andshrinkingoccupations since 1980 Academic preparedness represents theminimum required of students to participate inan met allbenchmarks. Forty-five percent met reading andwriting, and23%metmath. benchmark, 43%reading, 29%science, and32%math. On the SAT, 21% of participating students Of thestudents whotook the ACT, 19%metallfour benchmarks. Fifty-four percent mettheEnglish 5,147 students took the ACT and1,308students took theSAT. year, Oklahomastudents take the ACT orSAT to assess theiracademic readiness. Inthe Tulsa area, career. Another ishow well students dooncommon postsecondary entryexams. During theirjunior Earning anon-time highschool diplomaisonlyoneindicator of astudent’s readiness for college and of 10%, andHispanic students have seen a6%increase. American andHispanic populations. students thantheprevious year. There have beensignificant increases since 2013 among African region’s class of 2016 students graduated from highschool on-time, whichequates to 91more High school graduation rates for Tulsa County are upagain thisyear. Eighty-four percent of the WHAT THE DATA SAYS: HIGH SCHOOL COMPLETION Why It Matters: ction T ow 43 ar d Chan d wages. For everystudent whodoes notgraduate highschool, itcoststhe community approximately $260,000 in g e 33 In1973, jobs required apostsecondary credential. 28%of By2020, thatnumber willbe65%. African American students have anaccumulated increase 34

Asian/Paciﬁc Islander African American Native American Not Low Income ns Low Income Multiracial GRADUATES, 2013-2016 PERCENTAGE OF FOUR-YEAR HIGHSCHOOL isani hi 60% 70% 34

80% 90% 8 8 8 8 8 9 7 8 7 0% 5% 1% 8% 4% 0% 7% 7% 4% 100% 2016 2013 2015 2014 COMMUNITY OUTCOMES 21

32 Did you know? you Did U.S. 10 than 1 in Fewer graduates school high the taken have of set foundational need they courses and be college to ready. career

MET DID NOT MEET DID NOT 21% MEETING BOTH 21% 937 Tulsa Area Tulsa READING AND WRITING AND READING 1047 State SCORES, 2017 SCORES, BENCHMARKS, 2017 BENCHMARKS, 1600 is the highest possible score for SAT score 1600 is the highest possible SAT MATH SAT Nation 1060 0% COMPOSITE AVERAGE COMPOSITE ELEVENTH-GRADE STUDENT PERCENTAGE OF ELEVENTH-GRADE STUDENTS STUDENTS ELEVENTH-GRADE OF PERCENTAGE MEETING 80% 60% 40% 20% 7 1 20 2016 is a nonprofit organization organization is a nonprofit 19% MEETING 19% FOUR ALL SCIENCE 19.7 Tulsa Area Tulsa READING

19.4 State MATH SCORES, 2017 SCORES, BENCHMARKS, 2016-2017 BENCHMARKS, 36 is the highest possible score for ACT for score 36 is the highest possible ACT ACT

21 ENGLISH Nation

0% 60% 50% 40% 30% 20% 10% be a demand that’s going to grow and exceed what we even dreamed.” even what we and exceed grow to going be a demand that’s curriculum. “When every child goes through this experience in elementary, we must expand the expand must we in elementary, this experience through child goes “When every curriculum. said in high school,” to access and have into go can they pathways and number of courses number of to going but there’s in place, currently have what we for the sustainability have “We an administrator. students in 2010-11 to over 10,000 K-12 students in 2017-18. in 2017-18. students K-12 10,000 over to in 2010-11 students STEM to exposure with students to provide schools Launch in all elementary PLTW offers This district With programs at Tulsa Tech and in multiple public school districts, charter schools, and private and private schools, charter districts, school and in multiple public Tech Tulsa at programs With Arrow, partner with Broken programs PLTW region. Tulsa in the significantly has grown PLTW schools, 75 from access PLTW has grown district One Schools. and Union Public Tulsa, Skiatook, Springs, Sand organizations such as ImpactTulsa and TRSA to support the shared support the shared to TRSA and such as ImpactTulsa organizations thrive. helping students of goal pathways in computer science, engineering, and biomedical engineering, science, in computer pathways support teachers and resources training teacher PLTW’s science. with partners PLTW learning. in real-world students engage as they that provides a transformative learning experience for K-12 students students K-12 for experience learning a transformative that provides students empowers PLTW States. the United across and teachers and skills through knowledge transportable in-demand, develop to PARTNERS IN ACTION: PARTNERS (PLTW) The Way Lead Project COMPOSITE ELEVENTH-GRADE AVERAGE AVERAGE COMPOSITE ELEVENTH-GRADE STUDENT PERCENTAGE OF ELEVENTH-GRADE STUDENTS STUDENTS ELEVENTH-GRADE OF PERCENTAGE MEETING COMMUNITY OUTCOMES 22 A mentoring andcareer pathways willensure students have thesupportthey needto succeed. can also come from business, civic, andother community groups. Aligning community strategies like postsecondary system. guidance oncareers andhow to select theright postsecondary institution andhelpnavigating the When asked whatwould helpthemsucceed, students listed advice asaprimaryneed. They need hours, and25%work more. year institutions intheU.S. work 20 hours aweek. Sixoutof ten community college students work 20 Work-related issues madethe top of thelist. Forty-five percent of college students attending four- • • • • dropping outof postsecondary education. a series of Public Agenda reports, students age 22to 30list four primaryreasons for delaying or In theUnited States, less thanhalfof postsecondary education students graduate insixyears. data innext year’s report. we were unableto make areliable match thisyear dueto collection changes. We willreturn to NSC reports bothin-andout-of-state enrollment through theNationalStudentClearinghouse (NSC), but The enrollment numbers inthisreport donotincludeout-of-state colleges. ImpactTulsa typically graduation. in thefall of theirgraduating year. An additional2%oratotal of 55%enrolled withinayear of their Over half—53%—of 2015 highschool graduates enrolled inpublicandprivate Oklahomacolleges school by 2025 to have ashotatmiddle-class livingstandard. skilled, knowledge-based laborpool. Most Tulsans willneedsome postsecondary training beyond high The Tulsa region’s economic competitiveness dependsonits ability to develop andretain ahighly WHAT THE DATA SAYS POSTSECONDARY ENROLLMENT AND PERSISTENCE ction uninformed aboutthefuture impact of dropping out arbitrarily selecting apostsecondary institution thatdidnotalignwiththeirgoals inability to finance coursework stress of work, family, andstudy T ow 37

ar d Chan d 38 Advice can come from highschool andhighereducation counselors, butit g 47 Twenty-three percent of college students have children. e 38 13 39 36 In In (FULL-TIME) TULSA TECH SECONDARY STUDENT ENROLLMENT TCC CONCURRENT HIGHSCHOOL ENROLLMENT ENROLLING INOKLAHOMA COLLEGES, 2015 PERCENTAGE OF HIGHSCHOOL GRADUATES DIRECTLY AFTER 1,000 2,000 2,500 3,000 1,500 1,000 2,000 2,500 3,000 3,500 4,000 1,500 HIGH SCHOOL 500 500 ENROLLED 0 0 DIRECTLY AFTER IN FALL HIGH SCHOOL 2011 •12 2,609 2013 •2014 ENROLLED 53%

1,637

IN FALL 534 sa in sa 53%

2012 •13

47% 2,801

sa in sa aha ANYTIME WITHIN 47%

2014 •2015

GRADUATION 2013 •14 aha Tulsa Tech includesCreek, Okmulgee, Osage, Pawnee, 1,860 3,286 ENROLLED 604 Rogers, Tulsa, Wagoner and Washington counties. YEAR OF ANYTIME WITHIN GRADUATION ENROLLED 55%

YEAR OF 2014 •15

3,524 sa in sa 2015 •2016 55%

49%

1,695

585 in sa 2015 •16 aha 3,828 TCC includes Tulsa County

49% aha SENIORS JUNIORS 2016 •17 3,865 COMMUNITY OUTCOMES 23 degrees and certificates. and certificates. degrees Accelerating Tech’s Tulsa program Independence tuition of 100% provides 23 or age students for under with a GED or high diploma from school school. in-district any has seen The program in use increase a 164% years, three the past over 330 students. 125 to from Accelerating In total, hasIndependence $1.1 million in provided students. tuition for Did you know? you Did College Community Tulsa Tech Tulsa and (TCC) to public, tuition offer free homeschool and private, students. Achieves Tulsa TCC’s up provides program free of hours 63 to for education college graduating County Tulsa each Students seniors. of 40 hours provide in return, public service 595,000 contributing the to service of hours 2007. since community students 17,700 Over TCC entered have Achieves, Tulsa through students including 3,169 3,514 who earned 41 Students take classes in 100 different different in 100 classes take Students

37 In the past three years, it grew from 2,171 to 2,171 from it grew years, three In the past Concurrent or dual enrollment programs have been shown to been shown have programs or dual enrollment Concurrent Tulsa Tech’s high school concurrent enrollment grew by by grew enrollment concurrent high school Tech’s Tulsa 40 are providing pathways for high school students to simultaneously enroll in simultaneously enroll to students high school for pathways providing are $22 million annually. $22 million annually. Just over 39% of entering postsecondary students are required to take remedial courses remedial Just over 39% of to take required students are entering postsecondary students approximately costs Remediation coursework. in college-level enrolling before students to four-year colleges and universities. and universities. colleges four-year to students hours. credit in 70,657 students enrolling 2,280 students, I. Physics III and Engineering Japanese as as varied titles course TCC’s Dual Credit to College Degree program has grown as well. The program increased participation participation increased The program as well. has grown program Degree College to Credit Dual TCC’s transferred and successfully families, for savings cost provided students, underserved for rates 48% in the past six years. Last year, the number of high school students at Tulsa Tech was was Tech Tulsa at students high school the number of year, Last six years. 48% in the past Tech Tulsa at their studies or continued a credential 90% completed students, Of those 3,865. high school. after graduating success for schoolers high prepare to areas career 13 different within opportunities offers Tech Tulsa a degree. toward credits while earning concurrent or dual enrollment programs help students develop a better understanding of what it takes what it takes of understanding a better develop help students programs enrollment or dual concurrent institution. a postsecondary attend to students. college first-year for GPA and increase rates remediation decrease These programs, called concurrent or dual enrollment, provide the opportunity for students to practice practice to students for the opportunity provide or dual enrollment, concurrent called programs, These show National studies full-time. education in postsecondary enrolling skills before and social academic PARTNERS IN ACTION: IN ACTION: PARTNERS Tech and Tulsa TCC high school. of years during their junior and senior coursework postsecondary Why It Matters: 24

CALL TO ACTION

Nervousness about technology’s influence on the future of our workforce is not new. People have always viewed new technologies with a bit of skepticism and sometimes even fear. However, most economists are quick to point out technology is more likely to disrupt and transform jobs than eliminate them altogether. It will most certainly continue to eliminate the routine tasks that are embedded in existing occupations, but it will leave untouched the work that humans are uniquely capable of performing.

One thing is clear, we must evolve alongside these changes and embrace new ways of learning and teaching. Our students and future are depending on it. Evolving means embracing the notion that education is “everywhere” and “all of the time.” It is not restricted to a single room or compartmentalized by subject. Education is discovery, application, and innovation. It is a way of life.

Change is coming. The good news is we are up for it. To ensure students have what they need to be successful, our educators need you. Whether it is volunteering, donating, or getting involved in the increasingly important conversation about education funding, you can make a difference for students, schools, and our community.

It is time for Action Toward Change! ACKNOWLEDGEMENTS

Thank you to Janell Chery, ECONorthwest, NotionBox Creative, Oklahoma State Department of Education, and Resolute PR for their unlimited talents helping us produce this report. Thanks also to our many contributing partners who work every day to ensure all students are guaranteed a high-quality education. We are especially grateful to the teachers, administrators, educators, students and families who inspire us to take Action Toward Change.

STAFF

Kathy Seibold Executive Director Autumn Worten Director of Operations Delia Kimbrel Director, Research & Analysis Jessica Smith Director, Early Learning Alex Paschal Manager, Community Engagement Andrea Stacy Associate Director, Early Learning Mike Witham Data Analyst

Action Toward Change

25 26

CITATIONS

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3. Vander Ark, T. (2012). Getting smart: how digital learning is changing the world. San Francisco, CA: Jossey-Bass.

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8. Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69, 613-635.

9. Oklahoma State Department of Education. (2017). Chronic absenteeism. Retrieved from http://www.sde.ok.gov/sde/chronic-absenteeism.

10. The Campaign for Grade-level Reading. (2016). School readiness. Retrieved from http://gradelevelreading.net/our-work/school-readiness.

11. Oklahoma State Department of Education. (2017). State public enrollment totals. Retrieved from http://www.sde.ok.gov/sde/documents/2014-02-13/ state-student-public-enrollment-2013.

12. Scholastics. (2016). Educators’ funding priorities & personal spending. Retrieved from http://www.scholastic.com/teacherprincipalreport/funding- priorities.htm.

13. Oklahoma Works. (2017). Tulsa MSA briefing.

14. United States Census. (2016). Retrieved from https://factfinder.census.gov.

15. Nagaoka, J., Roderick, M. & Coca, V. (2009). Barriers to college attainment: Lessons from Chicago. The Consortium on Chicago School Research; The University of Chicago.

16. Cherry, J. (2017). Fueling FAFSA. Retrieved from http://www.impacttulsa.org/fuelingthefafsa/.

17. Phillips, D., Gormley, W., & Anderson, S. (2016). The effects of Tulsa’s CAP head start program on middle-school academic outcomes and progress. Developmental Psychology, 56, 1247-1261.

18. Isaacs, J. B. (2012). Starting school at a disadvantage: The school readiness of poor children. Center for Children and Families; Brookings Institute.

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21. Heckman, J. J. (2011). The economics of inequality. The value of early childhood education. American Educator, Spring, 31-35.

22. The Annie E. Casey Foundation. (2012). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD. Hernandez, D. J. 23. National Assessment of Educational Progress. (2009). The NAEP reading achievement levels by grade. Retrieved from https://nces.ed.gov/ nationsreportcard/reading/achieveall.asp.

24. Allington, R. L., et. al. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31, 411–427.

25. ACT. (2012). Catching up to college and career readiness. Retrieved from https://www.act.org/content/dam/act/unsecured/documents/Catching-Up-To- College-and-Career-Readiness.pdf.

26. U.S. Department of Commerce. (2017). Women in STEM: 2017 update. Retrieved from http://www.esa.doc.gov/sites/default/files/women-in-stem-2017- update.pdf.

27. National Assessment Governing Board. (2015). Mathematics framework for the national assessment of educational progress. Retrieved from https://nces. ed.gov/nationsreportcard/mathematics/whatmeasure.aspx.

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31. Brody, L. (2006). Measuring the effectiveness of STEM talent initiatives for middle and high school students. Paper presented at the meeting of the National Academics Center for Education, in collaboration with the American Psychological Association, U.S. Department of Education, National Institutes of health, National Science Foundation, and National Commission on Teaching and America’s Future, Washington, DC.

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35. Deming, D. J. (2017). The growing importance of social skills in the labor market. Quarterly Journal of Economics, forthcoming.

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37. Oklahoma State Regents for Higher Education. (2015). Retrieved from https://www.okhighered.org/studies-reports/.

38. Bill & Melinda Gates Foundation. (2011). With their whole lives ahead of them. Myths and realities about why so many students fail to finish college. Public Agenda.

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40. Mechur Karp, M. (2012). I don’t know, I’ve never been to college! Dual enrollment as a college readiness strategy. New Directions for Higher Education, 158, 21-27.

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27 Since our founding in 2014, our work has been made possible by the generous support of:

FW MURPHY Family Foundation

ImpactTulsa Leadership Council

Alison Anthony COO, Tulsa Area United Way Justin Harlan Executive Director, Reading Partners Keith Ballard Professor, Educational Leadership and Policy Studies, OU-Tulsa Kirt Hartzler Superintendent, Union Public Schools Howard Barnett President, OSU - Tulsa Kim Johnson CEO, Tulsa City-County Library OKLAHOMA CITY THUNDER Official Colors Thunder Blue PMS 285C 89c/43m 125g/195b #007DC2 Thunder Navy PMS 282C 100c/68m/54k 45g/98b #002D62 Kevin Burr CEO, Community Service Council of Greater Tulsa Ken Levit*Thunder Sunset PMS Warm Red C 92m/100y Executive 239r/59g/36b #EF3B24 Director, George Kaiser Family Foundation Thunder Yellow PMS 1235C 29m/91y 253r/187g/48b #FDBB30 Stacey Butterfield Superintendent, Jenks Public Schools Marc Maun EVP - Chief Credit Officer, BOK Financial GT Bynum Mayor, City of Tulsa Frank Murphy* Executive Chairman, FW Murphy Production Controls Stephanie Cameron 2017 Chair, TYPros Mike Neal President and CEO, Tulsa Regional Chamber Gerard Clancy President, The University of Tulsa Ray Owens Pastor, Metropolitan Baptist Church Bruce Dart Executive Director, Tulsa County Health Department Brian Paschal President and CEO, Foundation for Tulsa Schools Steven Dow* Executive Director, Community Action Project Susan Plank CEO, YMCA of Tulsa Janet Dunlop Superintendent, Broken Arrow Public Schools John Schumann President, OU-Tulsa Jeff Dunn President, Mill Creek Lumber & Supply Stacy Schusterman Chairman, Samson Energy Compay, LLC Sherry Durkee Superintendent, Sand Springs Public Schools Kent Smith President, Langston University Moises Echeverria 2018 Chair, TYPros Kathy Taylor** Chair, ImpactTulsa Leadership Council Deborah Gist Superintendent, Tulsa Public Schools Steve Tiger CEO and Superintendent, Tulsa Technology Center Leigh Goodson President and CEO, Tulsa Community College Annie VanHanken Senior Program Officer, George Kaiser Family Foundation Mark Graham* President and CEO, Tulsa Area United Way David Wagner Partner and CFO, Schnake Turnbo Frank David Greer Chief Program Officer, Project Lead the Way *Executive Committee Members **Leadership Council Chair, ImpactTulsa Outgoing Leadership Council member: Tom McKeon

Founders Group

Michael DuPont Program Associate, Charles and Lynn Schustermann Family Foundation Stephen Fedore Chief Analytics Officer, Tulsa Public Schools Josh Miller Program Officer, George Kaiser Family Foundation Dennis Neill Senior Program Officer, Charles and Lynn Schusterman Family Foundation Monroe Nichols Representative, Oklahoma HouseImpact of RepresentativesTulsa ImpactTulsa Brian Paschal President and CEO, FoundationPO for B oTulsax 41 08Schools Tulsa Oklahoma 74159 PO Box 4108 Tulsa Oklahoma 74159 Stacy Schusterman Chairman, Samson Energy Compay,info@im LLCpacttulsa.com [email protected] Kathy Seibold Executive Director, ImpactTulsa Ben Stewart Senior Program Officer, George Kaiserww Familyw.im Foundationpacttulsa.com www.impacttulsa.com Kathy Taylor Chair, ImpactTulsa Leadership Council Annie VanHanken Senior Program Officer, George Kaiser Family Foundation Kirk Wester Executive Director, Growing Together© ImpactTulsa 2018 © ImpactTulsa 2018