Seventh Annual Report Card
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The Boston Opportunity Agenda Seventh Annual Report Card February 2018 i A Historic Partnership Convening Partners and Investors Angell Foundation Archdiocese of Boston Catholic Schools Office Barr Foundation The Beal Companies, LLP Boston Charter Alliance The Boston Foundation Boston Public Schools Catholic Charities Archdiocese of Boston City of Boston Combined Jewish Philanthropies of Boston Robert & Myra Kraft Family Foundation Nellie Mae Education Foundation New Profit Inc. United Way of Massachusetts Bay and Merrimack Valley University of Massachusetts Boston Table of Contents Introduction | 2 College, Career & Life Readiness | 4 A Strong Educational Foundation | 6 On Track for High School Graduation | 10 High School Graduation | 14 Postsecondary Attainment | 18 Adult Learners | 22 Birth to Eight Collaborative | 24 Summer Learning Academies | 26 High School Redesign | 28 Boston Opportunity Youth Collaborative | 30 Success Boston | 32 About Us | 34 Additional Funders | 36 Introduction Dear Friends, As a result, the Boston Opportunity Agenda is focused on ensuring We are pleased to present our Seventh Annual Report Card, which that all students graduate high school ready for college, career and includes a number of changes and updates. A year ago Boston life. Since the release of last year’s report card, we have worked We know that Opportunity Agenda leaders took time to analyze and reflect on with leaders from across K-12, higher education and workforce in Boston a the educational progress our city has made since we launched in development and created a shared definition of College, Career and 2010. Our purpose was to identify where we need to double down Life Readiness which can be found on pages four and five of this postsecondary on our efforts if we want all of our young people to enjoy the great report card. In October of 2017, we launched the definition and credential is opportunities that our city and booming economy have to offer adults. announced the initial metrics that we are committed to gathering. These metrics will be used to set a citywide goal which we plan to We know that in Boston a postsecondary credential is crucial to announce in June of this year. crucial to full full participation in our knowledge economy and entry into the participation in middle class. Over the past eight years, we have made progress on Our ambition is to build on almost 10 years of work in high school almost every metric of the education pipeline, but we still see large and college completion while simultaneously ensuring that the talent our knowledge achievement gaps throughout the entire K-12 system. Additionally, born and grown in Boston can meet the needs of our city’s 21st economy and only 51 percent of our students are achieving a postsecondary century economy. credential. entry into the As we move forward, we will continue to update the community on Some of the changes in this new report card are the result of changes our collective progress. middle class. in the way student success is assessed throughout the system. We thank you for everything you already do and hope you will join us Public schools in Massachusetts underwent yet another state– in our efforts to build in- and out-of-school opportunities that help our initiated change in assessments this year. Over the past four years, students, teachers and partners work together toward achieving the schools have moved from administering MCAS in all grades to PARCC positive outcomes we seek. We ask that everyone, including those (except 10th grade) to Next Generation MCAS in most grades and working outside of our established education systems, do what they subjects. Since the results of these different assessments are not can to support these efforts. With your help and support, we believe comparable, this report card uses the recently released 2016/2017 we will succeed in reaching our ambitious goals. Next Generation MCAS results to set new baselines. We know from our data analysis that many Boston students, particularly low-income students of color, fail to achieve a post- Reverend Ray Hammond Kristin McSwain secondary degree because they lack the necessary preparation. 2 Chair Executive Director PHOTO: RICHARD HOWARD RICHARD PHOTO: 3 Boston’s College, Career & Life Readiness: Definitions Life is made of journeys big and small. • Able to set goals Boston’s graduates are keenly curious and deeply hopeful. They know We know that the world • Confident Set that the way things are isn’t the only way they could be, and they know we are preparing • Curious a they have the power—and the responsibility—to make things better, for our children for is • Hopeful Vision themselves and for others. • Sense of agency fast-changing and that the paths they will Boston’s graduates build plans that account for the realities of their situ- • Assess and reflect travel are still emerging. Choose ation. They know their own strengths and weaknesses and can assess • Read the landscape To succeed, they’ll a those of others; they can get the job done. They can read the context • Plan and persist • Practice self-regulation need the power to find that surrounds them, choose a wise course through it, and stick with Course • Take initiative their plan when things get hard. goals worth seeking, to figure out how to reach Boston’s graduates can assess what’s really going on around them and • Able to navigate situations, analyze and adapt them—and to adapt adapt their plans as needed when their situation changes. Grounded in • Comfortable in ambiguity as the world changes Change their self and community, they are able to keep trying when things get Course • Comfortable with change around them. And so we hard, and work their way through the problems they encounter—both • Give and take feedback build in our students the the clear-cut and the ambiguous—with imagination and rigor. • Resilient power to navigate new Boston’s graduates have the academic knowledge it takes to do high- situations and the skills • Ability to learn quality intellectual work, the technical skills required to practice their • Ability to self-assess that will enable them Build craft, and the practical competencies they need to take care of them- • Academic foundation to move through any Competence selves as they make their way through the day-to-day. They know how • Financial, media, technology barriers they find to learn what they don’t already know; they’re confident in their power to literacy along the way. grow and make change around them. • Technical skills • Ability to find and ask for help Boston’s graduates bring out the best in others, and do some of their • Collaboration skills Work best work through collaboration. They listen to what others say, hear with • Communication skills what they mean, and tune in to what they feel. They build on other • Empathy Others people’s ideas and communicate their own, by argument and by story. • Service and responsibility to others 4 Boston’s College, Career & Life Readiness: Measures Our research-based year one measures are Set a Vision Choose a Course listed in this table. Implement an individual student plan Change Course Along with each measure Build Competence is the part of the Work with Others definition upon which those measures touch. Set a Vision This list will evolve Choose a Course Enrollment in “anywhere, anytime” learning— as the research base Change Course expands and as BPS, badging, internships, credits, workplace learning Build Competence Charter and Catholic Work with Others schools develop and Set a Vision implement individualized Choose a Course student plans to Enrollment in rigorous course work: Change Course increase readiness. IB, AP, dual enrollment, CVTE, Mass Core Completion Build Competence Work with Others Set a Vision Choose a Course Individual GPA at/over 2.7 on a 4.0 cumulative scale Change Course Build Competence Work with Others Set a Vision These metrics are the initial set Choose a Course Individual attendance at/over 94% annually of measures. We will use them in Change Course year one to set a baseline. We will for grades 9-12 Build Competence set a citywide goal by the start of Work with Others SY 2018. Additional measures will be added as we learn more. 5 A Strong Educational Foundation Early Literacy: Percentage of Kindergarteners Achieving the DIBELS* Benchmark What’s Under the Hood: DIBELS NEXT* in Kindergarten How is the Boston Public Schools doing? Boston Public Schools Students Only (% at Benchmark) The DIBELS NEXT assessment is given when children enter kinder- 100% garten and when they leave. In 2016/2017, 61% of incoming kinder- garteners were once again assessed as having the necessary early 80% learning skills. While the percentage remains the same, the actual number of young people who are school ready has increased. 60% A strong kindergarten experience is helping our youngest learners 40% prepare for the demands of elementary school, but more must be done in the birth to age eight period in order to have an impact on 20% school success. The Boston Opportunity Agenda has been working with more than 200 representatives from nonprofits, schools, city 0 agencies, hospitals and funders to create a citywide Birth to Eight plan that improves early childhood outcomes. For more information, All Students Asian Males BlackMales White Males Asian Females BlackFemalesHispanic Males White Females Hispanic Females see the Birth to Eight Collaborative section of this report card. Beginning of Year SY 2016-17 End of Year SY 2016-17 How are Boston Catholic schools doing? Individual Catholic elementary schools do measure kindergarten readiness, but no one assessment is used across all schools in the Archdiocese of Boston. Instead, schools utilize a variety of early *The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of literacy instruments, including DIBELS NEXT and the Bracken procedures and measures for assessing the acquisition of early literacy skills School Readiness Assessment.