STRIVE Presentation - The State University of New York
STRIVE Presentation - The State University of New York
STRIVE Presentation - The State University of New York
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<strong>The</strong> Leaky Pipeline<br />
Of every 10 kids<br />
who start high<br />
school…<br />
7 will graduate<br />
from high school<br />
on time…<br />
4 will immediately<br />
enroll in college…<br />
3 are still enrolled as a<br />
sophomore…<br />
2 will graduate from college<br />
on time.<br />
Source: National Center for Public Policy and Higher Education, 2004
High School Graduation/<br />
College Retention Rates<br />
Missed Opportunities (2002): Of every 100 ninth<br />
graders, the percent who...<br />
100%<br />
80%<br />
60%<br />
40%<br />
20%<br />
0%<br />
70% 66%<br />
38%<br />
28%<br />
17%<br />
Ohio<br />
36%<br />
24%<br />
11%<br />
Kentucky<br />
Graduate from high<br />
school on time<br />
Immediately enroll in<br />
college<br />
Are still enrolled as a<br />
sophomore<br />
Graduate from<br />
college on time<br />
Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are<br />
estimates <strong>of</strong> pipeline progress rather than actual cohort.
<strong>The</strong> Solution: We Joined Together<br />
Postsecondary<br />
Partners<br />
UC<br />
XU<br />
NKU<br />
Thomas More<br />
Mount St. Joseph<br />
Cincinnati <strong>State</strong><br />
Gateway<br />
Miami <strong>University</strong><br />
Cincinnati Christian<br />
Early Childhood<br />
Success By 6<br />
Every Child Succeeds<br />
Corporate<br />
Partners<br />
P&G<br />
Toyota<br />
Convergys<br />
G&E Aviation<br />
Cincinnati Bell<br />
Fidelity<br />
Scripps<br />
Macy’s<br />
Turner<br />
Construction<br />
Cincinnati<br />
Children’s<br />
Civic Partners<br />
United Way<br />
Project GRAD<br />
Greater Cincinnati Foundation<br />
Cincinnati Scholarship Foundation<br />
KnowledgeWorks Foundation Cincinnati USA Chamber<br />
Cincinnati Youth Collaborative No. Kentucky Chamber<br />
Urban League<br />
No. Kentucky Council <strong>of</strong> Partners<br />
Cincinnati Health Foundation No. Kentucky Vision 2015<br />
YMCA <strong>of</strong> Greater Cincinnati<br />
i K-12 Partners<br />
Cincinnati Public Schools<br />
Cincinnati & Covington Diocese<br />
Covington Independent Schools<br />
<strong>New</strong>port Independent Schools
Strive<br />
Every Student Graduates,<br />
No Exceptions<br />
Successful lStudents. Productive Cii Citizens. Thriving hi i Cii Cities.
Mission:<br />
Empowering every child in Cincinnati i and Northern<br />
Kentucky to succeed from birth through some form<br />
<strong>of</strong> college and into a meaningful career.<br />
EVERY student in the region will:<br />
• Be Prepared for school through early<br />
childhood education<br />
• Be Supported inside and outside school<br />
• Succeed academically<br />
• Enroll in some form <strong>of</strong> college<br />
• Graduate and enters a career
Student Roadmap to Success
I<br />
Goal 1: Every Child Is<br />
Prepared for School<br />
Student Success Networks Underway:<br />
• Quality Early Childhood Education<br />
• Home Visitation<br />
Student’s Roadmap to Success: Critical Benchmarks and Transition Years<br />
Academic<br />
Responds to Parent/Caregiver<br />
High-Quality Talking, Reading, and Singing<br />
Uses exploration and discovery<br />
to understand surroundings<br />
Develops letter knowledge<br />
and reading sensitivity<br />
Participates in<br />
High Quality Preschool<br />
Participates in Fu l Day<br />
(vs. Half Day) Kindergarten<br />
Grade 4<br />
Is at Reading Level<br />
Grade<br />
7<br />
Has a clear expect ectation<br />
<strong>of</strong> going to college<br />
Grade 8<br />
Masters Algebra I<br />
Grade 10<br />
Passes at least 5 9 th grade courses<br />
with no failing grades<br />
Grade 12<br />
Masters Advanced d<br />
Math and Science<br />
Grade 13<br />
Participates in First Year Seminars<br />
(Adademic & Social)<br />
Grad ade 15<br />
Enrolls in Junior Year<br />
<strong>of</strong> College<br />
Transition to Desired Career<br />
Grade 10<br />
Grade 13<br />
Develops Career Plan & Has Sufficient<br />
Establishes Goals Financial Aid<br />
Grade 13<br />
Develops Time and Stress<br />
Grade 13 Management Skills<br />
Engages in Community<br />
and Camp ampus Organizations<br />
Grade K Birth 6 9 12 13 1 2 3 4 5 7 8 10 11 14 15 16<br />
Has a Stable Relationship<br />
with a Strongly Involved Parent or Caregiver<br />
Has a Parent/Caregiver who Understands<br />
Developmental Milestones<br />
Exhibits Learning-Related Skills<br />
Such as Self-Regulation, Social Competence<br />
Self-Esteem, and Motivation<br />
Grade 7<br />
Has a Strong Adult Figure Attachment<br />
Other than Parent<br />
Grade 8<br />
Demonstrates Social Emotional<br />
Competence<br />
Grade 9<br />
Engages in Community<br />
and School Organizations<br />
Student and Family Support<br />
Key Transition Years<br />
Page 1<br />
Researched by the <strong>University</strong> <strong>of</strong><br />
Cincinnati, Center for Urban<br />
© 2006 All Rights Reserved<br />
Education 2006
Goal 2: Every Child Is Supported<br />
In and Out <strong>of</strong> School<br />
Student Success Networks Underway:<br />
• School-based Resource Coordination (Cincinnati)<br />
• Out <strong>of</strong> School Youth (Cincinnati)<br />
• Youth Employment (Cincinnati)<br />
• Health & Wellness (Cincinnati)<br />
• Arts Education (Cincinnati & NKY)<br />
• After School Programs (Cincinnati & NKY)<br />
Student’s Roadmap to Success: Critical Benchmarks and Transition Years<br />
Academic<br />
Responds to Parent/Caregiver<br />
High-Quality Talking, Reading ding, and Singing<br />
Uses exploration and discovery<br />
to understand surroundings<br />
Develops letter knowledge<br />
and reading sensitivity<br />
Participates in<br />
High Quality Preschool<br />
Partic ticipates in Full Day<br />
(vs. Half Day) Kindergarten<br />
Grade 4<br />
Is at Reading Level<br />
Grade 7<br />
Has a clear expectatio tion<br />
<strong>of</strong> going to college<br />
Grade 8<br />
Masters Algebra I<br />
Grade 10<br />
Passes at least<br />
5 9 th grade courses<br />
with no failing<br />
grades<br />
Grade 12<br />
Masters Advanced<br />
Math and Science<br />
Grade 13<br />
Particip cipates in First Year Seminars<br />
(Adad Adademic & Social)<br />
Grade 15<br />
Enrolls in Junior Year<br />
<strong>of</strong> College<br />
Transition to Desired Career<br />
Grade 10<br />
Grade 13<br />
Develops Career Plan & Has Sufficient<br />
Establishes Goals Financial Aid<br />
Grade 13<br />
Develops Time and Stress<br />
Grade 13 Management Skills<br />
Engag ages in Community<br />
and Campus<br />
Organizations<br />
Grade K Birth 6 9 12 13 1 2 3 4 5 7 8 10 11 14 15 16<br />
Has a Stable Relationship<br />
with a Strongly Involved Parent or Caregiver<br />
Has a Parent/Caregiver who Understands<br />
Developmental Milestones<br />
Exhibits Learning-Related Skills<br />
Such as Self-Regulation, Social Competence<br />
Self-Esteem, and Motivation<br />
Grade 7<br />
Has a Strong Adult Figure Attachment<br />
Other than Parent<br />
Grade 8<br />
Demonstrates Social Emotional<br />
Competence<br />
Grade 9<br />
Engages in Community<br />
and<br />
School Organizations<br />
Student and Family Support<br />
Key Transition Years<br />
Page 1<br />
Researched by the <strong>University</strong> <strong>of</strong><br />
Cincinnati, Center for Urban<br />
© 2006 All Rights Reserved<br />
Education 2006
Goal 3: Every Child Succeeds<br />
Academically<br />
Student Success Networks Underway:<br />
• <strong>New</strong>port Strategic Plan Implementation<br />
• Elementary Tutoring (Cincinnati) i • Cincinnati Public Schools Strategic Plan Support
Goal 4: Every Child Enrolls<br />
in College<br />
Student Success Networks Underway:<br />
• Scholarships (Cincinnati and NKY)<br />
• College Access (Cincinnati)<br />
• College Access (NKY)<br />
Student’s Roadmap to Success: Critical Benchmarks and Transition Years<br />
Academic<br />
Responds to Parent/Caregiver<br />
High-Quality Talking, Reading ding, and Singing<br />
Uses exploration and discovery<br />
to understand surroundings<br />
Develops letter knowledge<br />
and reading sensitivity<br />
Participates in<br />
High Quality Preschool<br />
Partic ticipates in Full Day<br />
(vs. Half Day) Kindergarten<br />
Grade 4<br />
Is at Reading Level<br />
Grade 7<br />
Has a clear expectatio tion<br />
<strong>of</strong> going to college<br />
Grade 8<br />
Masters Algebra I<br />
Grade 10<br />
Passes at least<br />
5 9 th grade courses<br />
with no failing<br />
grades<br />
Grade 12<br />
Masters Advanced<br />
Math and Science<br />
Grade 13<br />
Particip cipates in First Year Seminars<br />
(Adad Adademic & Social)<br />
Grade 15<br />
Enrolls in Junior Year<br />
<strong>of</strong> College<br />
Transition to Desired Career<br />
Grade 10<br />
Grade 13<br />
Develops Career Plan & Has Sufficient<br />
Establishes Goals Financial Aid<br />
Grade 13<br />
Develops Time and Stress<br />
Grade 13 Management Skills<br />
Engag ages in Community<br />
and Campus<br />
Organizations<br />
Grade K Birth 6 9 12 13 1 2 3 4 5 7 8 10 11 14 15 16<br />
Has a Stable Relationship<br />
with a Strongly Involved Parent or Caregiver<br />
Has a Parent/Caregiver who Understands<br />
Developmental Milestones<br />
Exhibits Learning-Related Skills<br />
Such as Self-Regulation, Social Competence<br />
Self-Esteem, and Motivation<br />
Grade 7<br />
Has a Strong Adult Figure Attachment<br />
Other than Parent<br />
Grade 8<br />
Demonstrates Social Emotional<br />
Competence<br />
Grade 9<br />
Engages in Community<br />
and<br />
School Organizations<br />
Student and Family Support<br />
Key Transition Years<br />
Page 1<br />
Researched by the <strong>University</strong> <strong>of</strong><br />
Cincinnati, Center for Urban<br />
© 2006 All Rights Reserved<br />
Education 2006
Goal 5: Every Child Graduates<br />
and Enters a Career<br />
Student Success Networks Underway:<br />
• College Student Retention (Cincinnati and NKY)<br />
C ti Ed ti ( Ci i ti d NKY)<br />
• Cooperative Education ( Cincinnati and NKY)<br />
Student’s Roadmap to Success: Critical Benchmarks and Transition Years<br />
Academic<br />
Responds to Parent/Caregiver<br />
High-Quality Talking, Reading ding, and Singing<br />
Uses exploration and discovery<br />
to understand surroundings<br />
Develops letter knowledge<br />
and reading sensitivity<br />
Participates in<br />
High Quality Preschool<br />
Partic ticipates in Full Day<br />
(vs. Half Day) Kindergarten<br />
Grade 4<br />
Is at Reading Level<br />
Grade 7<br />
Has a clear expectatio tion<br />
<strong>of</strong> going to college<br />
Grade 8<br />
Masters Algebra I<br />
Grade 10<br />
Passes at least<br />
5 9 th grade courses<br />
with no failing<br />
grades<br />
Grade 12<br />
Masters Advanced<br />
Math and Science<br />
Grade 13<br />
Particip cipates in First Year Seminars<br />
(Adad Adademic & Social)<br />
Grade 15<br />
Enrolls in Junior Year<br />
<strong>of</strong> College<br />
Transition to Desired Career<br />
Grade 10<br />
Grade 13<br />
Develops Career Plan & Has Sufficient<br />
Establishes Goals Financial Aid<br />
Grade 13<br />
Develops Time and Stress<br />
Grade 13 Management Skills<br />
Engag ages in Community<br />
and Campus<br />
Organizations<br />
Grade K Birth 6 9 12 13 1 2 3 4 5 7 8 10 11 14 15 16<br />
Has a Stable Relationship<br />
with a Strongly Involved Parent or Caregiver<br />
Has a Parent/Caregiver who Understands<br />
Developmental Milestones<br />
Exhibits Learning-Related Skills<br />
Such as Self-Regulation, Social Competence<br />
Self-Esteem, and Motivation<br />
Grade 7<br />
Has a Strong Adult Figure Attachment<br />
Other than Parent<br />
Grade 8<br />
Demonstrates Social Emotional<br />
Competence<br />
Grade 9<br />
Engages in Community<br />
and<br />
School Organizations<br />
Student and Family Support<br />
Key Transition Years<br />
Page 1<br />
Researched by the <strong>University</strong> <strong>of</strong><br />
Cincinnati, Center for Urban<br />
© 2006 All Rights Reserved<br />
Education 2006
Student Roadmap to Success: Key Strategies<br />
Dropout Recovery<br />
Success By 6<br />
Ultimate Outcome:<br />
Readiness for<br />
Kindergarten<br />
School District Initiatives<br />
Ultimate Outcome: 4 th and 8 th Grade Math and Reading Scores<br />
& ACT Scores<br />
Portfolio <strong>of</strong><br />
High Performing Schools<br />
Teacher<br />
Quality<br />
Math &<br />
Science and<br />
Literacy<br />
College<br />
Access<br />
Ultimate<br />
Outcome:<br />
College<br />
Enrollment<br />
Financial Stability<br />
Ultimate Outcome:<br />
Percent <strong>of</strong><br />
People in Poverty<br />
Workforce<br />
Network<br />
Home<br />
Visitation<br />
Quality<br />
Early<br />
Childhood<br />
Education<br />
Resiliency<br />
Collaboratives<br />
Community Learning Centers<br />
Incorporate student services into learning through networks <strong>of</strong> high<br />
quality services providers in the following areas:<br />
Mentoring<br />
After‐<br />
School<br />
Physical/<br />
Mental<br />
Health<br />
Arts<br />
Education<br />
Business<br />
P‐ships<br />
Family<br />
Engagement<br />
Youth<br />
Employment<br />
College<br />
Retention<br />
Ultimate<br />
Outcome:<br />
College<br />
Graduation<br />
Career Pathways<br />
in High Demand<br />
Sectors<br />
&<br />
Hard‐2‐Hire<br />
Network <strong>of</strong><br />
Employment<br />
Support Services<br />
to High Need<br />
Populations<br />
Community Report Card to monitor progress toward meeting ultimate outcomes<br />
Student Dashboard with academic and student support data to enable personalized learning for each child
Strive Action Model:<br />
How will we align and leverage<br />
resources?<br />
Priority<br />
Strategies and Strive Strive<br />
Student<br />
Success<br />
Networks<br />
Endorsement<br />
Process<br />
Community<br />
Report Card
Outcome Measures<br />
GOAL 1: Percent <strong>of</strong> Children Assessed as Ready for School<br />
GOAL 2: Percent <strong>of</strong> Students with More than 20 Developmental Assets<br />
GOAL 3: Percent <strong>of</strong> 4 th and 8 th Grade Students at or above Pr<strong>of</strong>iciency<br />
in Reading and Math<br />
Percent <strong>of</strong> Students who Graduate from High School<br />
GOAL 4: Average Score on the ACT<br />
Percent <strong>of</strong> Graduates who Enroll in College<br />
GOAL 5: Percent <strong>of</strong> Students Prepared for College Level Coursework<br />
Percent <strong>of</strong> Students who are Retained in College<br />
Percent <strong>of</strong> Students who Graduate from College<br />
College Degrees Conferred
Establishing a Network <strong>of</strong><br />
Cradle to Career Partnerships
Implementation and Development Sites<br />
Establishing Urban Universities as Anchors for Transformational Birth through Career Partnerships<br />
P<br />
Portland <strong>State</strong><br />
<strong>University</strong><br />
Portland, Oregon<br />
P<br />
California <strong>State</strong> <strong>University</strong> –East Bay<br />
Hayward, California<br />
California <strong>State</strong> <strong>University</strong> – Fresno<br />
Fresno, California<br />
Arizona <strong>State</strong><br />
<strong>University</strong><br />
Mesa, Arizona<br />
<strong>University</strong> <strong>of</strong><br />
<strong>New</strong> Mexico<br />
Albuquerque,<br />
<strong>New</strong> Mexico<br />
Indiana <strong>University</strong> ‐<br />
Purdue <strong>University</strong><br />
Indianapolis<br />
Indianapolis, Indiana<br />
C<br />
C<br />
<strong>University</strong> <strong>of</strong><br />
Memphis<br />
Memphis,<br />
Tennessee<br />
E<br />
Strive –<br />
<strong>University</strong> <strong>of</strong> Cincinnati<br />
Cincinnati, Ohio<br />
E<br />
E Virginia<br />
Commonwealth<br />
<strong>University</strong><br />
Richmond, Virginia<br />
Implementation<br />
Site (EPIN)<br />
Development<br />
Site (EPDN)<br />
<strong>University</strong> <strong>of</strong> Houston<br />
Houston, Texas
Establishing a Network <strong>of</strong><br />
Cradle to Career Partnerships<br />
in <strong>New</strong> <strong>York</strong>
How can a cradle to career education pipeline<br />
be established and sustained<br />
without major new investment?<br />
• Cross‐sector, CEO‐level partnership with grassroots<br />
engagement and communications<br />
• Community‐wide focus on specific outcome measures<br />
and high‐need, high‐impact strategies<br />
• Community capacity building to align and leverage<br />
existing resources<br />
• Advocacy to focus public and private resources on what<br />
works
For More Information…<br />
www.strivetogether.org<br />
org<br />
513-929-1350<br />
1350<br />
info@strivetogether.org<br />
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