Impact Tulsa Report 2019

PORTUNITY OP TO

2019 COMMUNI T Y IMPAC T REP OR T COMMUNITY PARTNERS Attendance Works Family & Children’s Services Oklahoma State Department of Education Tulsa Campaign to Prevent Teen Pregnancy Birth Through Eight Strategy for Tulsa (BEST) Family Connects The Opportunity Project Tulsa Changemakers Bright Beginnings Foundation for Tulsa Schools OK to Grow Tulsa City-County Health Department CAP Tulsa Growing Together OU-Tulsa Center of Applied Research Tulsa City-County Library Children First Habitat for Humanity for Nonprofit Organizations Tulsa Community Foundation City of Tulsa Healthy Steps Parent-Child Center Tulsa Debate League City Year Hunger Free Oklahoma Power of Families Tulsa Dream Center Columbia University Center for Indian Nations Council of Governments Project Lead the Way Tulsa Housing Authority Public Research and Leadership (INCOG) Reach Out and Read Tulsa Regional Chamber Communities in Schools of Mid-America JAMES Inc Reading Partners Tulsa Regional Stem Alliance Community Service Council of Greater Tulsa Little by Little Strong Tomorrows Women in Recovery Complete College America Metcares Take Control Initiative YMCA of Greater Tulsa Connect First Metropolitan Baptist Church Teach for America Youth Philanthropy Initiative (YPI) Crosstown My Health Access Network Teaching and Leading Initiative of Oklahoma Youth Services of Tulsa Educare Neighbors Along the Line TRiO Program Emergency Infant Services New Hope Oklahoma Tulsa Area United Way

SCHOOL DISTRICT PARTNERS *Districts who have been partners since our founding

* * * BROKEN ARROW PUBLIC SCHOOLS EST. 1904

* *

* * * * *

POSTSECONDARY PARTNERS KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS ENGLISH LANGUAGE MATHEMATICS COMPLETION ENROLLMENT COMPLETION ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY SECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

CONTENTS

LETTER FROM LEADERSHIP 2 ABOUT IMPACTTULSA 3 TULSA AREA DEMOGRAPHICS 4 EDUCATION OUTCOME AREA TRENDS 6 CHILD EQUITY INDEX 8 ATTENDANCE 10 COUNTDOWN TO KINDERGARTEN 11 READY TO READ 12 EIGHTH-GRADE MATHEMATICS 14 GRADUATE 918 16 IMPACTTULSA USES DATA AS A FLASHLIGHT, NOT A HAMMER. CALL TO ACTION 20 CITATIONS 21

1 LETTER FROM LEADERSHIP First Steps in Creating a Land of Opportunity

Last year’s Community Impact Report declared an opportunity need stable housing, wellness visits, dental checkups, reliable crisis. Groundbreaking research showed that too many Tulsans transportation, low-crime neighborhoods, and more. Educators were economically “stuck in place” across generations and did not cannot change community conditions, and that’s where ImpactTulsa participate in the American Dream as popularly conceived. We and its partners come in. learned a young African American child born to low-income parents The CEI measures neighborhood conditions using more than 40 in Tulsa County in the 1980s had just a 1-in-26 chance of reaching indicators across a range of domains. It assesses how factors such as an upper income group as a young adult. If that same child had been housing affordability, healthcare access, poverty rates, crime rates, born in the 74120 zip code, those chances fell close to zero. The and unemployment rates collectively impact student outcomes. The economic mobility odds for low-income white, Native American, index uncovers systemic disparities across neighborhoods and points and Hispanic children were a little better, but still not adequate. to areas ready for intervention. One area of the CEI work drilled The findings were eye-opening and unsettling. down into the relationship between chronic absenteeism and the This year, we transitioned from diagnosis to action. ease of getting to school, including student walk distances, access to sidewalks, and transit availability. Collaborative Action Network In July, Tulsa was selected as one of just ten cities to participate in and strategy teams, facilitated by ImpactTulsa, are exploring how a new, national initiative aimed at improving economic mobility. improved transportation options, greater community supports, and Supported by leading foundations, the initiative provides access to comprehensive solutions to address the barriers children living in the experts behind the mobility research—led by Harvard University certain neighborhoods face getting to school may contribute to better economist Raj Chetty. Each participating city brings data, promising attendance. These are examples of how cross-sector and community strategies, and shared learnings. For example, the City of Tulsa and approaches are being tried to solve problems in education. And it’s the Community Service Council’s Equality Indicators Initiative use just the beginning. data to measure progress toward equality across Tulsa’s zip codes and to better understand the landscape of opportunity and access Establishing Tulsa as an authentic “land of opportunity” is a journey. throughout the city. ImpactTulsa and Tulsa Public Schools can also ImpactTulsa was designed for this work, and our founding principles bring the Child Equity Index (CEI) work to the table to offer a focus will guide us: measure what matters, identify effective practices, on improving opportunities specifically for children. and align resources. Our vision hasn’t changed, and we’ve enlisted remarkable cross-sector partners and community members Launched in 2018, the CEI operates under the theory that structural during our six-year journey. We look forward to engaging in this and systemic factors inside and outside the school building affect nation-leading work and contributing to Tulsa’s future of broadly student outcomes. Yes, students need access to great educators, shared prosperity. reasonable class sizes, aligned curriculum, and adequate learning time. But, if they are going to reach their full potential, they also

Mayor GT Bynum Carlisha Williams Bradley, MPA Chair, ImpactTulsa Leadership Council Executive Director, ImpactTulsa

2 KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS ENGLISH LANGUAGE MATHEMATICS COMPLETION ENROLLMENT COMPLETION ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY SECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

IMPACTTULSA IS A COLLECTIVE IMPACT PARTNERSHIP THAT BRINGS TOGETHER SCHOOLS, BUSINESSES, FAITH-BASED GROUPS, COMMUNITY ORGANIZATIONS, PHILANTHROPY, AND GOVERNMENTAL AGENCIES TO SIGNIFICANTLY IMPROVE STUDENT OUTCOMES.

THEORY OF ACTION When ImpactTulsa strives to: VISION Measure what matters to inform action, ALL STUDENTS ARE GUARANTEED A HIGH-QUALITY EDUCATION. Identify eﬀective practices to expand what works, and MISSION Align resources to drive change in policy and practice... IMPACTTULSA ALIGNS THE COMMUNITY TO PROVIDE A PATHWAY FOR ALL STUDENTS TO THRIVE.

…then we will be a model of excellence that improves student achievement outcomes. KINDEKINDEKINDEKINDEKINDERGRRARGGRGATENAGARRARTENTENRTENTEN THIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADE EIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADE HIGHHIGHHIGHHIGHHIGH SCHOOL SCHOOL SCHOOLSCHOOL SCHOOL POSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARY POSTPOSTPOSTPOSTPOSTSECONDARYSECONDARYSECONDARYSECONDARYSECONDARY READINREADINREADINREADINREADINESESEESSESSSS ENGLISHENGLISHENGLISHENGLISHENGLISH LANGUAGE LANGUAGE LANGUAGELANGUAGE LANGUAGE MATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS COMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION ENROLLMENTENROLLMENTENROLLMENTENROLLMENTENROLLMENT COMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION ARTSARTSARTSARTSARTS PROFICIENCY PROFICIENCY PROFICIENCYPROFICIENCY PROFICIENCY PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCY COLLEGECOLLEGECOLLEGECOLLEGECOLLEGE & CAREER& && CAREER & CAREERCAREER CAREER READYREADYREADYREADYREADY OUTCOME AREAS OF FOCUS

KINDEKINDEKINDEKINDEKINDERGRRARGGRGATENAGARRARTENTENRTENTEN THIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADE EIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADE HIGHHIGHHIGHHIGHHIGH SCHOOL SCHOOL SCHOOLSCHOOL SCHOOL POSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARY POSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARY READINREADINREADINREADINREADINESESEESSESSSSENGLISHENGLISHENGLISHENGLISHENGLISH LANGUAGE LANGUAGE LANGUAGELANGUAGE LANGUAGE ARTS ARTS ARTSARTS ARTSMATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS COMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION ENROLLMENTENROLLMENTENROLLMENTENROLLMENTENROLLMENT COMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCY PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCY COLLEGECOLLEGECOLLEGECOLLEGECOLLEGE & CAREER& && CAREER & CAREERCAREER CAREER READYREADYREADYREADYREADY

StriveTogether is a national, nonprofit network of 67 community KINDEKINDEKINDEKINDEKINDERGRRARGGRGATENAGARRARTENTENRTENTEN THIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADETHIRD-GRADEpartnerships. The network’sEIGHTH-GRADEEIGHTH-GRADE missionEIGHTH-GRADEEIGHTH-GRADEEIGHTH-GRADE is to build the capacityHIGH ofHIGH HIGHHIGHHIGH SCHOOL SCHOOL SCHOOLSCHOOL SCHOOL POSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARYPOSTSECONDARY SECONDARY SECONDARY SECONDARY SECONDARYSECONDARY SECONDARY READINREADINREADINREADINREADINESESEESSESSSSENGLISHENGLISHENGLISHENGLISHENGLISH LANGUAGE communitiesLANGUAGE LANGUAGELANGUAGE LANGUAGE ARTS to ARTS dramatically ARTSARTS ARTSMATHEMATICSMATHEMATICSMATHEMATICS MATHEMATICSimproveMATHEMATICS educational outcomesCOMPLETION forCOMPLETIONCOMPLETIONCOMPLETION COMPLETION ENROLLMENTENROLLMENTENROLLMENTENROLLMENTENROLLMENT COMPLETIONCOMPLETIONCOMPLETIONCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYevery child from cradle to PROFICIENCYcareerPROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCY by providing strategicCOLLEGE assistance,COLLEGECOLLEGECOLLEGECOLLEGE & CAREER& && CAREER & CAREERCAREER CAREER network communications and high-quality resources. READYREADYREADYREADYREADY

3 EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY Tulsa Area Demographics1, 2 EDUCATION AND UNEMPLOYMENT ECET DDLS ED ECET CTE CE ELED HIGH SCHOOL DIPLOMA OR EQUIVALENCY 89.8%

32% $58,244 COUNTY (NON-CITY) 1% TULSA COUNTY DEMOGRAPHIC BREAKDOWN 2013 TO 2018 BACHELOR’S DEGREE SOME COLLEGE OR 64.1% 2018 TOTAL POPULATION OR HIGHER ASSOCIATE’S DEGREE 399,279 398,093 32% $51,849 CITY 2%

648,360 2013 2018 BACHELOR’S DEGREE 4.2% GROWTH SINCE 2013 OR HIGHER 31.6% 35% $40,164 COUNTY (NON-CITY) 4% SOME COLLEGE SKIATOOK COLLINSVILLE OR ASSOCIATES DEGREE CITY 33% $31,707 6% 94% 2018 PRE-K – 12 90% 89% 92% 78% HIGH SCHOOL DEGREE STUDENTS IN TULSA OR HIGHER SPERRY 65% COUNTY AND SAPULPA COUNTY (NON-CITY) 84,287 26% $34,805 6% OWASSO 65,484 72,012 HIGH SCHOOL GRADUATE BACHELOR’S DEGREE 60,335 48,283 43% 128,801 46,034 OR EQUIVALENT 37% OR HIGHER 26,066 30,473 22,044 26% $28,266 CITY 4% 4% GROWTH SINCE 2013 15,646 788 1,945 28% SCHOOL DISTRICTS 17% 19% TULSA COUNTY 13% CITY OF TULSA

WHITE (NON-CITY) OTHER 7% $28,715 COUNTY 1% LESS THAN HISPANIC SAND SPRINGS HIGH SCHOOL DEGREE WHITE ASIAN/ MULTIRACIAL NATIVE TULSA CITY PACIFIC BERRYHILL 10% $23,951 9% AFRICAN HISPANIC ISLANDER AMERICAN AMERICAN

KEYSTONE AMERICAN NATIVE MULTIRACIAL AFRICAN AMERICAN AFRICAN

UNION BROKEN ARROW ISLANDER ASIAN/PACIFIC

JENKS 2018 PERCENT OF POPULATION SAPULPA 61% 10% 5% 3% 13% 7% <1% OKLAHOMA EMERGENCY TEACHER CERTIFICATIONS, TULSA COUNTY4 GLENPOOL SL SCL DSTCT GROWTH 2013-2018 S CLDED STDET Salaries of instructional staff in Oklahoma increased by 13 percent between STUDENTS ENROLLED LE T T CLDED BIXBY 2016-2017 150 IN PUBLIC SCHOOL CT DETLS 0% 9% 17% 41% 17% -5% 147% 2017-18 and 2018-2019, boosting the state from 49th nationally to 34th.3 2017-2018 353 The increase in compensation recognizes the vital role played by teachers. 84.4% LIBERTY 1.4% DECLINE SINCE 2013 Work remains to increase total education funding. Expenditures per student 2018-2019 504 increased only 3.3 percent during the same period.

2019-2020 347*

RESIDENTS OF TULSA COUNTY TULSA COUNTY 18-24 YEAR OLDS * Estiates through Deceber of ATTENDING A POSTSECONDARY ENROLLED AT A POSTSECONDARY INSTITUTION: INSTITUTION DEMOGRAPHIC MAKEUP TOTAL POPULATION 37,433 18,631 100% EDUCATION FUNDING COMPARISONS, 2018 KANSAS 1.3% DECLINE SINCE 2013 4.7% GROWTH SINCE 2013 Average Teacher Expenditures Students OKLAHOMA Salary Per Student Per Teacher 49,800 11,705 an 16 Average Teacher Expenditures Students MISSOURI an 46 Salary Per Student Per Teacher NAEP RANK Average Teacher Expenditures Students EL 30 T 24 50% COLORADO $52,412 $8,449 an 39 Salary Per Student Per Teacher an 34 NAEP RANK an 5 Average Teacher Expenditures Students 50,064 11,434 Salary Per Student Per Teacher EL 41 T 38 an 44 Tulsa’s population grew by four percent between 2013 and NAEP RANK 53,301 11,490 an 37 EL 34 T 26 2018, with the majority of growth coming from populations of an 32 NAEP RANK ARKANSAS color. Asian, Hispanic, and Native American populations all grew 0% EL 5 T 19 COUNTY CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85 Average Teacher Expenditures Students by double-digit percentages during this period, while the (NON-CITY) (CT D CT) NEW MEXICO Salary Per Student Per Teacher African American population grew by nine percent. The 51,019 10,082 an 30 Average Teacher Expenditures Students an 37 changing demographics of the region become apparent when MULTIRACIAL 8% 7% 11% 10% 10% 7% 13% 10% 4% 6% 5% 2% Salary Per Student Per Teacher NAEP RANK 47,826 11,012 an 33 EL 45 T 43 looking at the distribution of race and ethnicity by age. Children HISPANIC 7% 17% 20% 21% 18% 14% 7% 6% 6% 2% 1% 0% an 49 NAEP RANK TEXAS of color make up over half of the population under age ﬁve ASIAN/PACIFIC ISLANDER 4% 3% 4% 3% 4% 5% 4% 3% 2% 2% 0% 0% EL 50 T 50 Average Teacher Expenditures Students UNITED STATES while less than one in four adults 45 or older are of color. AFRICAN AMERICAN 1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3% Salary Per Student Per Teacher 54,155 10,096 an 24 Average Teacher Expenditures NATIVE AMERICAN 6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1% an 27 Salary Per Student NAEP RANK 61,730 12,920 WHITE (NON-HISPANIC) EL 42 T 32 75% 53% 48% 47% 50% 58% 60% 66% 74% 79% 85% 93% NAEP = ational ssessent of Educational rogress

4 EDUCATION AND UNEMPLOYMENT EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY

ECET DDLS ED ECET CTE CE ELED HIGH SCHOOL DIPLOMA OR EQUIVALENCY 89.8%

KEYSTONE AMERICAN NATIVE MULTIRACIAL AFRICAN AMERICAN AFRICAN

UNION BROKEN ARROW ISLANDER ASIAN/PACIFIC

2019-2020 347*

5 Education Outcome Area Trends

PRE-K THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL FAFSA IN-STATE COLLEGE ENROLLMENT READING MATH GRADUATION COMPLETION ENROLLMENT (THROUGH JULY 31) Percent equals the prior Percent of students Percent of students Percent of students Percent of students Percent of high school year pre-K enrollment meeting OSTP proficiency meeting OSTP graduating high school completing the Free graduates attending total over the current standards for reading. proficiency standards within four years. Application for Federal Oklahoma colleges year kindergarten for math. Student Aid (FAFSA). and universities. enrollment total.

+8 B C

PRIOR PRE-K ENROLLMENT +6 +4

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY ENGLISH LANGUAGE MATHEMATICS COMPLETION +2 READINESS ENROLLMENT COMPLETION ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER READY BASELINE

FAFSA KINDERGARTENKINDERGARTHIRD-GRADETEN THIRD-GRADEEIGHTH-GRADEEIGHTH-GRADEHIGH SCHOOLHIGH SCHOOLPOSTSECONDARY POSTSECONDARY POSTSECONDARY POSTCOMPLETIONSECONDARY

-2 READINESS READINENGLISHESS LANGUAGEENGLISH LANGUAGEMATHEMATICSMATHEMATICSCOMPLETIONCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETION ARTS PROFICIENCYARTS PROFICIENCYPROFICIENCYPROFICIENCYCOLLEGE & CAREERCOLLEGE & CAREER READY READY KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION

-4 PROFICIENCY PROFICIENCY COLLEGE & CAREER PERCENTAGE POINT IMPROVEMENT SINCE BASELINE IMPROVEMENT POINT PERCENTAGE READY

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY

-6 READINESS ENGLISH LANGUAGE MATHEMATICS COMPLETION ENROLLMENT COMPLETION ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER READY KINDERGARTENKINDERGARTHIRD-GRADETEN THIRD-GRADEEIGHTH-GRADEEIGHTH-GRADEHIGH SCHOOLHIGH SCHOOLPOSTSECONDARY POSTSECONDARYPOSTSECONDARYPOSTSECONDARY READINESS READINENGLISHESS LANGUAGEENGLISH ARTS LANGUAGEMATHEMATICS ARTS MATHEMATICSCOMPLETIONCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYCOLLEGE & CAREERCOLLEGE & CAREER READY READY KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY SECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY 73% 36% 23% 85% 58% 53%

CURRENT 2018-2019 2018-2019 2018-2019 2018-2019 2018-2019 2018-2019 KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION +8% — — PROFICIENCY+4% PROFICIENCY — COLLEGE & CAREER -4% KINDERGARTENKINDERGARTHIRD-GRADETEN THIRD-GRADEEIGHTH-GRADEEIGHTH-GRADEHIGH SCHOOLHIGH SCHOOLPOSTSECONDARY POSTSECONDARY SECONDARY SECONDARY READY READINESS READINENGLISHESS LANGUAGEENGLISH ARTS LANGUAGEMATHEMATICS ARTS MATHEMATICSCOMPLETIONCOMPLETIONENROLLMENTENROLLMENTCOMPLETIONCOMPLETION PROFICIENCYPROFICIENCYPROFICIENCYPROFICIENCYCOLLEGE & CAREERCOLLEGE & CAREER 65% 36% 23% READY READY 81% 58% 57%

BASELINE 2013-2014 2016-2017 2016-2017 2013-2014 2014-2015 2013-2014

KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY SECONDARY READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION PROFICIENCY PROFICIENCY COLLEGE & CAREER READY

6 TRENDS AND GOALS ImpactTulsa has reached the point in our journey where we have Bottomline on performance: more young Tulsans are starting identified the key indicators, measured them consistently over time, education early (pre-K) and persisting through high school and can determine how to track progress and setbacks. We find good Achievement is stubbornly stable, and nationally college enrollment news early and late in the continuum. The eight-percentage point is competing with job opportunities in an unprecedented improvement in pre-kindergarten enrollment over five years may be economic expansion. the best news in this report. That translates to 814 more attendees Trend tracking usually marks the end of the report. But this year we in 2018-19 than if the participation rates of 2013-14 had persisted. take an additional step—extending from “what is” to “what should The community should also take pride in the steadily improving be.” ImpactTulsa convened goal setting sessions. We set out to create high school graduation rate—up two percentage points from last goals that were: ambitious but achievable, actionable, time-limited, year and four percentage points since the 2013-14 benchmark year. and equitable (that is, no gaps based on race, ethnicity, or income). That’s progress. The goals—reported in the following sections—are just first steps Last year’s report showed declines in the two indicators tied to and additional goals will be developed. We recognize there are many standardized testing—3rd grade English Language Arts (ELA) and factors that go into reaching these goals and there’s a lot of work that 8th grade math. ELA and math proficiency rates returned to their goes into moving outcomes. However, if Tulsa is going to achieve 2016-17 levels—36 percent and 23 percent, respectively. It’s a relief world-class status, our community will need to come together to the declines recovered, but disappointing we do not have progress to reach these goals and press on to higher levels. report—especially in math, given the low levels of proficiency.

Performance on the college-related indicators—FAFSA and in-state postsecondary enrollment—are flat or slightly down. Nationally, an extended economic expansion—now the longest in U.S. history— provides attractive opportunities outside of education. This could be one of many contributors to the college-related trends. No one looks forward to a recession, but when one inevitably arrives, we expect college-going rates to edge up.

This year’s report is missing a Kindergarten readiness indicator. Districts use a variety of assessments built on competing methods. Aggregating outcomes across these loosely-related tests does not yield the most reliable regionwide analysis. Some simplification and standardization of these assessments would be a productive step forward.

7 LEARNING HOW NEIGHBORHOOD FACTORS The Child Equity Index AFFECT STUDENT SUCCESS

During 2018, ImpactTulsa worked in collaboration with Tulsa Public below, Domains of Influence) —student-level factors, neighborhood Schools and ECONorthwest to develop a Child Equity Index (CEI). health, neighborhood socioeconomic status (SES), neighborhood safety, neighborhood pride and custodianship, and neighborhood The CEI is a data-driven tool and resource for Tulsa area school access. The tool measures the collective impact of these factors and districts and community partners to understand student need with conditions on student outcomes. consideration given to student residential environments. The place-based measures are attached to student addresses and The CEI measures student factors and neighborhood conditions, using residential environments using data captured at the census tract and more than 40 indicators across six domains of influence (see figure zip code geographic boundaries.

DOMAINS OF INFLUENCE DOMAIN INDEX SCORES The subdomains help us target and align The index scores produced by the model help us understand the geographic landscape of access and opportunity. resources based on different type of needs The map below illustrates the statistical relationship between overall neighborhood conditions and their contribution for both students and neighborhoods. to academic outcomes for the students that live there. For instance, the blue-shaded census tracts represent areas with above-median (and more favorable) contributions to student academic outcomes, whereas the orange-shaded 1 STUDENT LEVEL DOMAIN census tracts represent the areas with below-median (and less favorable) contributions. With the ability to look at Gender Economic Disadvantage how each individual domain contributes to the overall index, this information provides the ability to identify types of Race/Ethnicity Homeless interventions needed to help close opportunity gaps and to overcome barriers to student success. ELL Special Alert (i.e. medical) Student Mobility EBL OVERALL DOMAIN SCORES Attended Pre-K Suspensions This map shows how Overall Domain Scores vary by neighborhood AGGREGATED BY CENSUS TRACT (Census Tracts). The blue shades illustrate the neighborhoods of 2 NEIGHBORHOOD HEALTH students with more favorable (above median) scores. The orange shades represent the neighborhoods with less favorable (below median) scores. Built Environment Score ER Visits Life Expectancy Infant Mortality Rate 66th St N Mental Health/ Teen Pregnancy Substance Abuse Visits Low Birth Weight SUBURBAN HILLS 56th St N 56th St N 169 3 NEIGHBORHOOD SES 75 Port Rd SIGNIFICANTLY ABOVE MEDIAN % of Population with Receipt of SNAP Mohawk Park Less than a High School (Food Stamps) Education SLIGHTLY ABOVE MEDIAN Housing Cost Burdened 36th St N % of Pop below 100% FPL Housing Quality SLIGHTLY BELOW MEDIAN % of Pop below 200% FPL and Condition Unemployment Rate TULSA Apache St. SIGNIFICANTLY BELOW MEDIAN INTERNATIONAL AIRPORT DISTRICT BOUNDARY Pine St S 4 NEIGHBORHOOD SAFETY GILCREASE HILLS 75 SCHOOL LOCATIONS Violent Crime Gun-related Mortality UNIVERSITY PARK (aggravated assault, Arrests KENDALL- Admiral Pl 44 homicide, rape, robbery) 412 GREENWOOD WHITTIER 244 64 Narcotics Crime DOWNTOWN PEARL 11th St S MID TULSA MINGO 66th St N VALLEY Sheridan Rd

NEIGHBORHOOD CUSTODIANSHIP Memorial Dr 5 RIVER S. Garnett Ave WEST 21st St S Utica Ave Nuisance/311 Complaints SUBURBAN HILLS 75 56th St N 56th St N 169 Negative Land Use 64 Lewis Ave Harvard Ave Yale Ave Peoria Ave 31st16 9St S Built Environment Nuisance 75 Mohawk Park Port Rd 51 SIGNIFICANTLY ABOVE MEDIAN 41st St S SLIGHTLY ABOVE MEDIAN 36th St N PATRICK 6 NEIGHBORHOOD ACCESS HENRY SLIGHTLY BELOW MEDIAN 51st St S 44 Walkscore Industrial/Oil Land Site TULSA Apache St. SIGNIFICANTLY BELOW MEDIAN 75 HELLER INTERNATIONAL AIRPORT Transit Highway Turner Turnpike PARK LAFORTUNE PARK PLAZA61st St S DISTRICT BOUNDARY Grocery Stores Parks, Trails, Schools GILCREASE HILLS 75 HOPE Pine St S Vehicle Access WEST VALLEY SCHOOL LOCATIONS HIGHLANDSUNIVERSITY PARK 71st St S KENDALL- Admiral Pl 44 412 GREENWOOD WHITTIER 244 64 DOWNTOWN 8 PEARL 11th St S MID TULSA MINGO VALLEY Sheridan Rd Memorial Dr RIVER S. Garnett Ave WEST 21st St S Utica Ave 169 75 64 Lewis Ave Harvard Ave Yale Ave Peoria Ave 31st St S

51 41st St S

PATRICK HENRY 51st St S 44 75 HELLER Turner Turnpike PARK LAFORTUNE PARK PLAZA HOPE 61st St S WEST VALLEY HIGHLANDS 71st St S STUDENT CHRONIC ABSENTEEISM 66th St N

SUBURBAN One interesting example of how this HILLS 56th St N 56th St N 169 data can be used is looking at where 75 Mohawk Park Port Rd chronic absenteeism rates are highest across our city. Chronic absenteeism is 36th St N defined as a student missing at least TULSA Apache St. INTERNATIONAL 10 percent of school days. Community AIRPORT Pine St S partners, teams of leaders from Tulsa GILCREASE HILLS 75 66th St N UNIVERSITY PARK Public Schools, ImpactTulsa, and the KENDALL- 44 SUBURBAN WHITTIER Admiral Pl 412 GREENWOOD 244 City of Tulsa are already exploring areas HILLS 64 56th St N 56th St N DOWNTOWN PEARL 169 75 11th St S for collaboration and key investments MID Mohawk ParkTULSA Port Rd MINGO SIGNIFICANTLY ABOVE MEDIAN VALLEY Sheridan Rd Memorial Dr RIVER S. Garnett Ave that can be made in neighborhoods to WEST SLIGHTLY21st ABOVE St S MEDIAN Utica Ave 36th St N 169 SLIGHTLY BELOW MEDIAN improve school attendance and in turn 75 64 Lewis Ave Harvard Ave Yale Ave Peoria Ave 31st St S TULSA Apache St. SIGNIFICANTLY BELOW MEDIAN student outcomes. INTERNATIONAL Shading depicts geographic areas AIRPORT 51 41st St S DISTRICT BOUNDARY of student chronic absenteeism Pine St S GILCREASE HILLS 75 SCHOOL LOCATIONS PATRICK UNIVERSITY HENRY PARK 51st St S KENDALL- 44 Admiral Pl 44 412 GREENWOOD WHITTIER 244 64 75 HELLER Turner Turnpike PARK LAFORTUNE DOWNTOWN PEARL PARK PLAZA 11th St S HOPE 61st St S MID WEST VALLEY TULSA MINGO HIGHLANDS VALLEY Sheridan Rd Memorial Dr RIVER S. Garnett Ave WEST 71st St S 21st St S Utica Ave 169 75 64 Lewis Ave Harvard Ave Yale Ave Peoria Ave 31st St S

51 41st St S

PATRICK HENRY 51st St S THE CEI AND THE OPPORTUNITY ATLAS 44 75 HELLER Turner Turnpike PARK LAFORTUNE PARK PLAZA61st St S The Opportunity Atlas, with its neighborhood-level estimates of HOPE The Child Equity Index (CEI) gives Tulsa a big head start on WEST VALLEY HIGHLANDS economic mobility, has gained attention across the country since answering these71st questions. St S The CEI has already done the hard work its release in late 2018.5 The Atlas follows 20 million Americans of documenting the key neighborhood conditions that collectively from childhood to their mid-30s and traces their paths to affluence affect student outcomes. We find a strong relationship between or poverty back to the neighborhoods where the children grew up. today’s CEI scores and the Opportunity Atlas’ neighborhood It’s a robust scorecard of where the American Dream is and isn’t mobility scores. Generally, neighborhoods with low CEI scores today working. With these new data in hand, policymakers at all levels of also show low economic mobility for children who grew up there government—schools districts, counties, cities, states—are looking decades ago. And, today’s high CEI scoring neighborhoods generally for direction on where and how to intervene to improve economic show better historic mobility rates. Those relationships don’t work mobility for today’s youth. everywhere, and some neighborhoods have switched positions over time. We have plenty to learn in those neighborhoods as well. As policymakers try to make use of the Opportunity Atlas, at least two questions come to mind: The bottom line: using current local data, the CEI provides an important confirmation of the Opportunity Atlas and reveals First, are the neighborhood conditions of the 1970s and 1980s similar neighborhoods ready for investment. Furthermore, the CEI, built to the conditions we see today? Neighborhoods change over time— on more than 40 neighborhood indicators, suggests where we should sometimes quite a bit. start. Direct investments in schools are critical. But we will also find Second, if neighborhood conditions show disparities, what important solutions in our housing, health care, human service, specifically should be addressed on the ground? and transportation systems. Pulling in these adjacent sectors is an important part of ImpactTulsa’s work.

9 Attendance

WHAT THE DATA SAY Average Daily Attendance (ADA) provides a high-level overview of attendance “The Continuous Learning and Improvement patterns by identifying the share of students that show up for school on the (CLI) model has pushed our school to consistently average day. By this measure, the region’s schools have underperformed relative refine our practices by developing student-focused strategies with a personalized process that pairs to the statewide average since at least 2014-15 and have demonstrated a slight sustainable interventions and ongoing student data downward trend since then compared to the state. monitoring. By collecting experiential data from But the seemingly high ADA levels and relatively small changes from year to year students, families, and school staff, we were able to understand the hurdles that negatively affect miss a critical part of the story, namely, the prevalence of students with serious attendance rates. From there, we worked with the attendance problems. To capture this information, schools and districts in many community to design strategies and interventions states now calculate the share of students missing at least ten percent of school tailored to the needs of students and families.” days, the chronic absenteeism rate. LINDSEY JOHNSON – BROKEN ARROW PRINCIPAL

WHY IT MATTERS ADA FOR OKLAHOMA AND TULSA AREA Regular attendance lies at the core of success for students and schools.ADA Research FOR OKLAHOMA AND TULSA AREA shows that absenteeism is an early warning indicator for both low achievement AVERAGE DAILY ATTENDANCE OVER TIME

and dropping out. ImpactTulsa has found that kindergarten attendance affects 95% later school engagement and attendance. When children are consistently present 95% 83% 82% 83% 83% 83% 83% in the classroom, they are a part of a greater learning community that ensures 82% 83% 94% 83% 83% 83% 81% their success. By prioritizing school attendance, parents can ensure that their 84% 94% 83% 81% children are academically successful, socially developed and community minded. 84% 85% 84%

85% 84% 93% By creating and using a predictive model for chronic absenteeism, ImpactTulsa has helped 93% FY 2015 FY FY 2016 FY 2017 FY 2018 FY 2019 FY FY 2015 FY school leaders determine who is at risk of becoming chronically absent with 86% accuracy 2016 FY 2017 FY 2018 FY 2019 FY by the 20th day of school. ImpactTulsa has worked alongside principals, attendance teams, FAY STUDENTS CHRONICALLY ABSENT TULSA AREA STATE and school staff to put into practice nationally researched strategies brought to Tulsa by TULSA AREA STATE Hedy Chang with Attendance Works. We explored how to bring the conversation of CHRONIC ABSENCE IN THE REGION attendance into parent-teacher conferences, form attendance teams, use data to inform tiered decisions, utilize success mentors, and address a variety of health-related needs

of chronically absent students. Furthermore, ImpactTulsa worked closely with four school 13.4% districts and over 200 school leaders to better understand the root causes of absenteeism at their sites through data analytics, continuous learning and improvement coaching, and collaborative action networks.

20182019

10 RWT TMAT PR RMT

PRE-K ENROLLMENT, FALL 2013 TO SPRING 2019

399 MORE T STUDENTS WERE 8.4% 10.0% 4.9% -5.6% 10.1% 8.0% 10.0% 100% IN PRE-K IN 2018-2019 THAN Pre-K Enrollment IN 2012-2013

WHAT THE DATA SAY 0% Overall enrollment rates have increased every year since 2013, with recent increases WHITE ASIAN/ NATIVE AFRICAN HISPANIC AMERICAN of about one percentage point per year and slightly larger gains among African AMERICAN MULTIRACIAL American, multiracial, and white populations.6 Only the Asian/Pacific Islander STUDENTS ALL PACIFIC ISLANDER PACIFIC population had a lower enrollment rate in 2018 than in 2013, but this group 6,783 832 1,598 365 2,699 388 886 TMAT D E DETEES ECETE PR RMT W A T continues to have a relatively high enrollment rate overall. These trends reflect E E STDETS region-wide efforts to improve pre-K outreach and enrollment. TMAT PR RMT W A T PRE-K ENROLLMENT OVER TIME Growth in enrollment rates will likely slow in the coming years, as the state is 80% GOAL already a nationwide leader and children from families choosing private schools 80% 75% GOAL or whose parents prefer to keep them at home comprise an ever-larger share of children not already enrolled in public programs. 75% 70% 70% WHY IT MATTERS 65% 65% Opportunity gaps, perpetuated by systemic inequities by income and race/ethnicity, 60% ESTTED STDETS TTEDED E TTEDED STDETS ESTTED begin to form in the earliest years of a child’s life.8 Eliminating gaps requires early 60% 2016 ESTTED STDETS TTEDED E TTEDED STDETS ESTTED 2015 20132014 20162017 20172018 20182019 20142015 20192020 20202021 20212022 20222023 20232024 20242025 childhood interventions such as high-quality pre-K. Tulsa and Oklahoma are 2016 DETE E 2015 20132014 20162017 20172018 20182019 nationally recognized for their pre-K programming, and a growing body of evidence 20142015 20192020 20202021 20212022 20222023 20232024 20242025 TUA ARA TUA A TAT DETE E suggests enrollees will be better prepared for kindergarten, will gain critical social TUA ARA TUA A TAT skills, and will complete high school at higher rates.9 OKLAHOMA IS RANKED FOURTH IN THE NATION AS One example of successful outreach efforts is ImpactTulsa’s partnership with The Power A LEADING STATE of Families Project to successfully bring community members together to serve as IN PROVIDING UNIVERSAL trusted messengers about pre-K opportunities. The team of Promotoras, advocates from PRE-K ACCESS.7 the community that work in and with the community, canvassed neighborhoods to share information with families about Pre-K enrollment which increased enrollment in target zip code areas.

“The goal of The Power of Families Project (POF), is to remove the unique barriers that impede community engagement and school readiness among Tulsa’s Hispanic/Latinx families, with a focus on Spanish-speaking, vulnerable and isolated families. We were proud to partner with ImpactTulsa as families were excited to hear this information from a trusted source and community member which helped increase enrollment. In addition, our team of Promotoras were empowered to be engaged as part of the solution in providing opportunities to their community.”

MARIA ELENA KUYKENDALL – POWER OF FAMILIES

11 PRCT F TUT PRFCT R AAC R RA AUA ART

GOAL 50% MR R RAR PRFCT 40% TA AT AR 30% PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS CET DCED CET

20% 40%

2015/2016 2017/2018 2016/2017 2018/2019 Third-Grade2019/2020 English2020/2021 2021/2022 2022/2023 2023/2024 2024/2025 30% 509 MORE 3RD GRADERS Language Arts PROFICIENT THAN TUA ARA TUA A TAT CET DCED CET 20% LAST YEAR WHAT THE DATA SAY 2019 third-grade English Language Arts (ELA) proficiency rates returned to levels 20162017 20172018 20182019 seen in 2017 following a dip in 2018 attributable (at least in part) to the 10-day TUA ARA TAT school closure that immediately preceded that year’s ELA assessment.10 While this rebound is encouraging, the region and state nonetheless remain among the bottom tier of states in elementary school ELA performance.

Rates for all racial subgroups except two returned to their 2017 rates; rates for African American and multiracial students fell just shy and remain far below the rates for white, Asian/Pacific Islander, Native American students. Only about 15 percent of subgroups with IEPs and ELL status meet the state’s proficiency level. Twenty-two percent of third graders with economic disadvantage are proficient, with disparities compounded by race and ethnicity: 12 percent of low-income African American third graders versus 37 percent of low-income Asian/Pacific Islander students meet the proficiency level.

WHY IT MATTERS Third-grade ELA proficiency predicts subsequent educational success, including the likelihood of high school graduation. Given that, the existence of a large and persistent opportunity gap underscores the importance of improving outcomes for all student populations. The opportunity gap is a byproduct of both economic disadvantage and systems and structures in place that are producing racial and ethnic inequalities. Boosting ELA proficiency across all groups, but especially for the most underserved populations, is crucial for the future success of those students as well as the broader Tulsa community and workforce.

Programs like Reading Partners work to support students in underserved communities master basic reading skills in partnership with community volunteers to provide individualized, personal literacy interventions.

12 PRCTA PRFCT R AAC RRA A ARAT RAC A CMC TATU

PRCT F TUT PRFCT R AAC R RA AUA ART

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE 3RD GRADE ENGLISH LANGUAGE ARTS 2018–2019 ENGLISH LANGUAGE ARTS BY RACE AND ECONOMIC STATUS, 2018–2019

TCES ECC STTS D CEETCT

CET DCED CET CET DCED CET ELL IEP MALE WHITE WHITE ASIAN/ NATIVE NO ELL NO IEP FEMALE AFRICAN HISPANIC HISPANIC AMERICAN AMERICAN MULTIRACIAL MULTIRACIAL ALL STUDENTS ALL PACIFIC ISLANDER PACIFIC NATIVE AMERICAN NATIVE AFRICAN AMERICAN AFRICAN NOT ECONOMICALLY ASIAN/PACIFIC ISLANDER ASIAN/PACIFIC DISADVANTAGED 2,323 126 307 386 311 158

ECONOMICALLY 1,651 277 396 628 1,769 986 ECONOMICALLY DISADVANTAGED ECONOMICALLY DISADVANTAGED ECONOMICALLY DISADVANTAGED

E TEST TES NOT

9,318 3,974 403 703 1,014 2,080 1,144 4,605 4,713 7,666 1,652 7,359 1,959 3,611 5,707 E TEST TES ELL= English Language Learner: A student whose primary or home language is other than English and who are eligible for services based on the results of an English language proficiency assessment. Source: Education Commission of the States

IEP= Individualized Education Program: A written document (developed collaboratively by parents and school personnel) which outlines the special education program for a student with a disability. This document is developed, reviewed and revised at an IEP meeting at least annually. Source: Oklahoma State Department of Education

“Our students showed increased academic growth last year with the help of Reading Partners as well as a greater love for reading. The social emotional learning gains our students have experienced from community mentorship are increased social awareness, self-management, relationship building and responsible decision making. Reading Partners is creating pathways of opportunity by helping students to become lifelong readers which intensifies the path of them becoming college and career ready.”

ELAINE BUXTON, TULSA PUBLIC SCHOOLS PRINCIPAL

13 PRCT F TUT PRFCT R AAC T RA MAT

35%

GOAL MR T 30% RAR PRFCT TA AT AR 25% PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN Eighth-Grade 8TH GRADE MATH 20% CET DCED CET Mathematics 15% 25%

2015/2016 20% 2017/2018 2016/2017 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 2023/2024 2024/2025 135 MORE Eighth-Grade 8TH GRADERS PROFICIENT THAN 15% LAST YEAR

MathematicsTUA ARA TUA A TAT DCED CET

WHAT THE DATA SAY 20162017 20172018 20182019 In 2019, the overall share of eighth graders deemed proficient in math returned to 23 percent, the same level seen in 2017. This mirrors the statewide trend, with TUA ARA TAT outcomes in the region remaining at about the statewide average.11 Oklahoma has underperformed relative to the national average since the early 2000s.12 As with third-grade ELA performance, disaggregating eight-grade math proficiency rates reveals large disparities in outcomes for African American, Hispanic, and low- income students, while rates for Asian/Pacific Islander students were the highest. Among students with economic disadvantage, proficiency rates range from eight percent for African American eighth graders to 30 percent for Asian/Pacific Islander students. Proficiency for ELL students and students with an IEP also fall well below the overall average.

WHY IT MATTERS As technological progress accelerates in the world around us, math is an increasingly important skill set for any career path students choose to enter. In addition, math enhances students analytical skills and the ability to think critically in understanding society. Alongside math skills, students also need to develop social skills (abilities to communicate, negotiate and persuade) for a greater range of job opportunities and stronger wage growth.13

Programs like the Tulsa Regional Stem Alliance’s Me and My Math Mentor highlight the impact of merging math and social skill development to provide Tulsa area students with unique learning opportunities.

14 PRCTA PRFCT R AAC TRA MAT ARAT RAC A CMC TATU PRCT F TUT PRFCT R AAC T RA MAT

PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE 8TH GRADE MATH 2018–2019 MATH BY RACE AND ECONOMIC STATUS, 2018–2019

TCES ECC STTS D CEETCT

CET DCED CET CET DCED CET ELL IEP MALE WHITE WHITE ASIAN/ NATIVE NO ELL NO IEP FEMALE AFRICAN HISPANIC HISPANIC AMERICAN AMERICAN MULTIRACIAL MULTIRACIAL ALL STUDENTS ALL PACIFIC ISLANDER PACIFIC NATIVE NATIVE AMERICAN AFRICAN AMERICAN AFRICAN NOT ECONOMICALLY 104 2,324 357 325 295 175 ASIAN/PACIFIC ISLANDER ASIAN/PACIFIC DISADVANTAGED

ECONOMICALLY DISADVANTAGED 162 1,258 436 351 1,360 764 ECONOMICALLY DISADVANTAGED ECONOMICALLY DISADVANTAGED ECONOMICALLY

E TEST TES NOT

7,911 266 3,582 793 676 1,655 939 3,865 4,046 6,848 1,063 7,447 464 3,580 4,331 E TEST TES ELL= English Language Learner IEP= Individualized Education Program Full definition on page 13

“Me and My Math Mentor creates a pathway to opportunity for students by helping them get to know STEM professionals, experience mathematics that is social, team oriented, strategic, and inviting to become world class problem solvers through the number sense reinforcing platform of playing games. This program has increased math academic growth and reduced chronic absenteeism among student participants.”

XAN BLACK, TULSA REGIONAL STEM ALLIANCE

15 C RAUAT RAT MRAPC RUP

GRADUATION RATE OVER TIME

GOAL 90%

MR TUT RAUAT IN 2018, 252 TA F RAUAT RAT RMA AT T 85% MORE STUDENTS High School Graduation GRADUATED THAN IN 2013. WHAT THE DATA SAY 80% The on-time, four-year graduation rate rose from 83 to 85 percent from 2015 to 2018. The increase was driven by increases across racial and income subgroups. 20132014 20142015 20152016 20162017 20172018 20182019 20192020 20202021 20212022 20222023 20232024 20242025 Hispanic, Native American, and White students experienced increases of three TUA ARA TUA A TAT percentage points each between 2017 and 2018. Multiracial students experienced

the smallest increase (less than one percentage point). Large completion GRADUATION RATE BY DEMOGRAPHIC SUBGROUP gaps persist, however. Hispanic and African American high schoolers have the

lowest graduation rates (both 81 percent) compared to their counterparts. T DT TE 4.0% 2.3% -2.8% 8.0% 2.6% 10.8% 6.0% 2.0% 9.1% N/A N/A N/A N/A Men graduate on time at lower rates than women, and lower income students graduate on time at lower rates than students with higher incomes.14 The region’s high school graduation rate remains close to the U.S. average, a strong finding given the region’s relatively lower performance in middle

school math. TE DT

ELL TUA CMMUT C CCURRT RMT IEP TUA TC CAR RMT FUTM WHITE NO ELL NO IEP College/Career Readiness NATIVE AFRICAN HISPANIC ISLANDER AMERICAN AMERICAN MULTIRACIAL ALL STUDENTS ALL ASIAN/PACIFIC ECONOMICALLY ECONOMICALLY DISADVANTAGED DISADVANTAGED SAT and ACT results from across the region indicate about 36 percent of the T NO

region’s 11th graders are ready for college-level work in ELA, and 27 percent 8,370 3,959 333 833 825 1,099 1,321 4,954 3,416 7,217 1,153 8,013 357 are ready for college math. The findings—stronger performance in language CT SE than math—mirror the 3rd and 8th grade test results. Subgroup analyses reveal striking opportunity gaps and deep systemic disparities particularly TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019

in comparison to the smaller (but still important) disparities in high school graduation rates. For example, only 5 percent of low-income African American students are ready for college math compared with 45 percent of middle- and upper-income white students.TUA CMMUT C CCURRT RMT TUA TC CAR RMT FUTM

On a better note, high school concurrent enrollment in community college and technical education centers made a big jump in the last year, with 2,123 students 2014-2015 2017-2017 2014-2015 2017-2017 2017-2018 2017-2018 2018-2019 2018-2019 2013-2014 2015-2016 2013-2014 2015-2016 concurrently enrolled at Tulsa Community College (TCC)15 and 4,148 students

enrolled at Tulsa Tech in 2018-19.16 TULSA TECH SECONDARY STUDENT ENROLLMENT (FULL-TIME), 2013-2019

Concurrent enrollment at TCC gives students a head start on becoming prepared for college, provides an introduction to the higher demands of college-level courses, and allows students an early pursuit of their higher education, career, and professional aspirations. The programming at Tulsa Tech helps address a well-recognized technical skills shortage and puts students on a path to well-paying opportunities in the skilled trades. 2014-2015 2017-2017 2014-2015 2017-2017 2017-2018 2017-2018 2018-2019 2018-2019 16 2013-2014 2015-2016 2013-2014 2015-2016 PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS WHY IT MATTERS BENCHMARKSPRCTA F IN TRA MATH AND ENGLISH TUT LANGUAGE MT C ARTS, RA 2019 CMAR BY DEMOGRAPHICS – MATH AND ELA High school graduation is a minimum requirement for students aspiring CET DCED MAT to earn a middle class income. As of November 2019, the unemployment ALL STUDENTS ELA rate for adults without a high school degree is still 5.3 percent—1.5 WHITE percentage points higher than the rate for high school graduates and more than twice the unemployment rate for college graduates (2.0 ASIAN/ PACIFIC ISLANDER 17 percent). High school dropouts have also seen relatively slow wage MULTIRACIAL 18 growth since the early 1990s. Economists and technologists foresee an NATIVE AMERICAN acceleration of technological progress in coming years through artificial HISPANIC intelligence, machine learning, and robotics. Technology will replace AFRICAN AMERICAN more routine work, which could further hurt the job prospects for adults

without a high school diploma. Boosting college and career readiness is FEMALE an imperative as the region continues to advance postsecondary entry MALE and completion.

NO IEP Union’s Career Connect program partners with local business and community IEP leaders to offer job shadowing, apprenticeships, and internships in addition to NO ELL their concurrent enrollment offerings. This real-world work experience allows ELL students to learn from industry experts to make more educated decisions for

themselves while in high school regarding postsecondary aspirations. NOT ECONOMICALLY MAT UTCM CMC TATU ADISADVANTAGED RAC TCT ECONOMICALLY DISADVANTAGED

PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN MATH, 2019

E EI EEII

CET DCED CET WHITE ASIAN/ NATIVE PACIFIC AFRICAN HISPANIC ISLANDER AMERICAN AMERICAN MULTIRACIAL

NOT ECONOMICALLY DISADVANTAGED 137 2,425 384 365 336 221 A UTCM CMC TATU A RAC TCT ECONOMICALLY “Through this real world experiential DISADVANTAGED 179 993 309 256 1,126 723 learning program, students gain a sense E TEST TES of purpose, and can plan their path PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN ENGLISH LANGUAGE ARTS, 2019 forward with a deep understanding about the career options they have available to E EI EEII them. All students in Career Connect

gain soft skills and build professional relationships that will serve them well, now and in their future.” CET DCED CET

JENNY FLOWER, UNION CAREER CONNECT WHITE ASIAN/ NATIVE PACIFIC AFRICAN HISPANIC ISLANDER AMERICAN AMERICAN MULTIRACIAL

NOT ECONOMICALLY DISADVANTAGED 137 2,427 384 365 336 221

ELL= English Language Learner IEP= Individualized Education Program ECONOMICALLY DISADVANTAGED 179 994 309 256 1,127 724 Full definition on page 13 E TEST TES 17 FAFA CMPT FR C R

Postsecondary Entry and Completion FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019

4,500 80% WHAT THE DATA SAY GOAL 4,300 Most students require some form of financial aid to attend college.

Completing the FAFSA is the necessary first step towards accessing 4,100 60% institutional, state, and federal support for postsecondary education. T T The region has sustained a substantial increase in FAFSA completions T T 3,900 50% after 2015-16, the result of region wide efforts to boost the number 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 of high school students that have completedPRCTA the FAFSA F by the timeC RAUAT R AMA C CMPT CMPT RAT TUA A they graduate. Due in part to the region’s higher graduation rate and,

hence, increasing number of high school graduates, the overall FAFSA PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLING IN OKLAHOMA COLLEGES, 2013-2019 completion rate remains essentially unchanged relative to 2013-14 after slight declines in 2016-17 and 2017-18. 60% GOAL The in-state, first-time college-going enrollment remains unchanged, staying at 53 percent during 2018-2019. This represents the share of 50% Tulsa area high school graduates who enroll in Oklahoma public and private universities and colleges. The unchanged rate at 53 percent is seemingly good news. The region—like the state—has seen a consistent decline in enrollments among recent high school completers 40% between 2014 and 2017, with rates for the Tulsa region slightly edging 2015 2016 2017 2018 2019 up during 2017-2018. 2020 2021 2022 2023 2024 2025 20132014 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 While the slight increases in rates of college enrollment for the TUA ARA TUA A TAT

OF THE STUDENTS WHO ENROLL IN COLLEGE, A SIGNIFICANT PORTION TAKE ONE OR MORE REMEDIATION COURSES. IN 2017-18, 42% OF THE STUDENTS FROM THE TULSA REGION AND 37% OF THE STUDENTS FROM THE STATE REQUIRED REMEDIATION.

18 region have been positive, rates for participation in developmental education courses and remediation presents a more nuanced picture. Forty-two percent of Tulsa area graduates were required to participate in a developmental education course (remediation) in their first year enrolled at an Oklahoma college during 2017-2018. This rate is higher than the state’s average of 37 percent. These rates are concerning and coupled with the low SAT/ACT outcomes in ELA and Math, they emphasize that improving college and career preparedness must be a high priority for the region.

College enrollment and remediation rates in Oklahoma give us much needed information for measuring our collective progress providing postsecondary opportunities. However, the picture is incomplete, missing information on students who attend public and private institutions outside of Oklahoma. Gaining access to National Student Clearinghouse’s unique national student data and resources is a goal for the entire region. Having this information will provide a more comprehensive understanding of student pathways and college outcomes that ultimately contribute to student success.

WHY IT MATTERS Technological progress will drive a continual increase in demand for high-skilled labor in Tulsa, across the country, and around the world. Fostering and supporting postsecondary ambitions of the region’s youth, particularly among economically disadvantaged students and students of color, will serve both to develop a globally competitive workforce and to improve economic opportunity for historically underserved populations.

“Tulsa Community College (TCC) has acknowledged that reflective connections to real life are what will help our students find the pathways to success that keep them engaged.

TCC will continue to strive for excellence as we lean on our faculty, community connections, and the diversity of expertise through the College and our Tulsa community to bring innovative approaches to support our students.”

DR. DEWAYNE DICKENS, TULSA COMMUNITY COLLEGE

19 Call to Action

Our collective impact journey started six years ago with a strong To our partners in the healthcare, human service, civic and other belief that our education improvement work had to move beyond adjacent sectors, recognize that each of you holds keys—some small, the schoolhouse. We hypothesized that if young Tulsans were going some large—to better lifetime outcomes for children. This work will to reach their full potential, the neighborhoods and communities push you into unconventional, unfamiliar roles. Embrace them. around the schools would have to improve as well. We were ahead To the business community, this era of data-driven discovery needs of the times. your sustained engagement and strategic insight. This is classic Since then, science has confirmed our beliefs. Groundbreaking, big Research & Development, and we need your leadership. Our youth data analyses show that neighborhood conditions, including school would also benefit from as many internships, mentorships, and quality, affect the long-term trajectories and earnings of the children informational interviews as you can offer. Opportunity stems, in who grow up there. Communities across the country are waking up part, from connections and networks. Be generous in creating and to their local realities and launching work like ours. sharing them.

Ask the experts who unlocked these findings what we should And to our funders, be patient. The experts on economic mobility do next, and their answers aren’t fully developed. They suggest are quick to admit how much they don’t know, and this work involves promising directions but admit that we’re in an era of data-driven trial and error. Keep us connected to the experts, and we will learn discovery. We have been here before. Much like Tulsa advanced the with them. nation’s understanding about the importance of pre-kindergarten As for us at ImpactTulsa, we commit to use our partners’ time and interventions, the region is positioned as a leader of this economic resources productively, moving this work forward, and keeping racial mobility work. equity at forefront. This is among the most important work in the So, the work continues with deeper conviction and a sharper focus. region, and we are honored to share it with you. We don’t just believe broad community engagement is required to improve outcomes for the next generation of Tulsans. We know it.

And here’s a call to action:

To the teachers who sit at the heart of this work, please know that you’re valued and that you are not alone. This community has declared itself collectively responsible for the educational outcomes of our children, and we stand with you.

20 CITATIONS

1. U.S. Census Bureau. (2019). 2013 and 2018 American Community Survey 1-year Estimates. Retrieved from https://data.census.gov/cedsci/

2. Oklahoma State Department of Education. (2019). State public enrollment totals. Retrieved from https://sde.ok.gov/documents/2014-02-13/state- studentpublic-enrollment-2013

3. National Education Association. (2019). Rankings of the States 2018 and Estimates of School Statistics 2019. Retrieved from http://www.nea.org/assets/ docs/2019%20Rankings%20and%20Estimates%20Report.pdf

4. Oklahoma State Department of Education. (2019). Emergency Certifications.Retrieved from https://sde.ok.gov/documents/2017-09-13/ emergencycertifications

5. Opportunity Insights. (2019). The Opportunity Atlas: Mapping the Childhood Roots of Social Mobility. Retrieved from https://www.opportunityatlas.org/

6. Oklahoma State Department of Education. (2019). State public enrollment totals. Retrieved from https://sde.ok.gov/documents/2014-02-13/state- studentpublic-enrollment-2013

7. National Institute for Early Education Research. Retrieved from http://nieer.org/wp-content/uploads/2019/08/YB2018_Full-ReportR3wAppendices.pdf

8. The Campaign for Grade-Level Reading. (2016). School Readiness. Retrieved from http://gradelevelreading.net/our-work/school-readiness White House Council of Economic Advisors (December 2014). The Economics of Early Childhood Investments. Figure 3.

9. National Education Association. Research on Early Childhood Education. Retrieved from http://www.nea.org/home/18226.htm

10. Oklahoma State Department of Education. State Summary Reports. Retrieved from https://sde.ok.gov/assessment-administrator-resources-administrators

11. Ibid

12. National Center for Education Statistics. (2018). NAEP Assessment Data. Retrieved from https://nces.ed.gov/nationsreportcard/data/

13. Deming, David. (May 2017). The Growing Importance of Social Skills in the Labor Market. Harvard University. Cambridge, MA.

14. Oklahoma State Department of Education. Oklahoma Public School Graduation Rates. Retrieved from https://sde.ok.gov/documents/2015-09-25/ oklahomapublic-school-graduation-rates

15. Tulsa Community College. (2019). End-of-Term Enrollment Comparison Report-Spring Unduplicated Totals. Retrieved from http://ira.tulsacc.edu/sites/default/files/u16/EndofTermEnrollComparisonSpring2019.pdf.

16. Oklahoma Department of Career and Technology Education, Information Management Division. (2016). Tulsa Technology Center Profile. Retrieved from https://tulsatech.edu/wp-content/uploads/2018/03/Tulsa_2016.pdf Additional data provided by Dr. Sue Lee Director of Institutional Research, Tulsa Tech.

17. U.S. Bureau of Labor Statistics. (2019). Unemployment rates for persons 25 years and older by educational attainment. Retrieved December 19, 2019, from https://www.bls.gov/charts/employment-situation/unemployment-rates-for-persons-25-years-and-older-by-educational-attainment.htm

18. U.S. Bureau of Labor Statistics. (2018). ECONorthwest Analysis, Labor Force Statistics from the Current Population Survey. From https://www.bls.gov/cps/earnings.htm

21 SINCE OUR FOUNDING IN 2014, OUR WORK HAS BEEN MADE POSSIBLE BY THE GENEROUS SUPPORT OF:

FW MURPHY Family Foundation

IMPACTTULSA LEADERSHIP COUNCIL 2019

Alison Anthony President and CEO, Tulsa Area United Way Kim Johnson CEO, Tulsa City-County Library Keith Ballard Professor, Educational Leadership and Policy Studies, OU-Tulsa Karen Kiely Executive Director, Community Action Project Stacey Butterfield Superintendent, Jenks Public Schools Ken Levit Executive Director, George Kaiser Family Foundation GT Bynum* Mayor, City of Tulsa Marla Mayberry Chief Operating Officer, Sweet Adelines International Gerard Clancy President, The University of Tulsa Tom McKeon President Emeritus, Tulsa Community College Bruce Dart Executive Director, Tulsa County Health Department Marc Maun EVP - Chief Credit Officer, BOK Financial Adam Doverspike 2019 Chair, TYPros Frank Murphy Executive Chairman, Genisys Controls Janet Dunlop Superintendent, Broken Arrow Public Schools Mike Neal President and CEO, Tulsa Regional Chamber Jeff Dunn President, Mill Creek Lumber & Supply Ray Owens Pastor, Metropolitan Baptist Church Sherry Durkee Superintendent, Sand Springs Public Schools Brian Paschal President and CEO, Foundation for Tulsa Schools Pamela Fry President, OSU-Tulsa John Schumann President, OU-Tulsa Deborah Gist Superintendent, Tulsa Public Schools Stacy Schusterman Chairman, Samson Energy Company, LLC Leigh Goodson President and CEO, Tulsa Community College Ben Stewart Program Officer, George Kaiser Family Foundation David Greer Chief Program Officer, Project Lead the Way Steve Tiger CEO and Superintendent, Tulsa Technology Center Justin Harlan Executive Director, Reading Partners Annie VanHanken Senior Program Officer, George Kaiser Family Foundation Kirt Hartzler Superintendent, Union Public Schools Ricki Wimmer CEO, YMCA of Tulsa

*Leadership Council Chair, ImpactTulsa

IMPACTTULSA STAFF

Carlisha Williams Bradley, MPA Executive Director Darla Liggins, M. Ed. Senior Director of Strategy & Operations ImpactTulsa Jessica Smith, M.S. Ed. Senior Director of Education and Collaborative Action ImpactTulsa Delia Kimbrel, M.A., Ph.D. Director of Research & Analysis 907 S. Detroit Ave., Suite 1100B PO Box 4108 Tulsa Oklahoma 74159 Laura Latta, M.Ed.; Ph.D. Director of Postsecondary Partnership & Research Tulsa, OK 74120 [email protected] [email protected] Andrea Stacy Director of School District Support Lauren Thiesse, MPA Directorww of wContinuous.impacttul Learningsa.com and Improvement www.impacttulsa.com Dan Botting, MAE, MPP Senior Data Analyst Curcio Smith Continuous Learning and Improvement Coordinator Vanessa Dinh-Nguyen © AdministrativeImpactTulsa Assistant2019 © ImpactTulsa 2020