2 0 1 9 C O M M U N I T Y I M P A C T R E P O R T
TO OPPORT
UNITY
Attendance WorksBirth Through Eight Strategy for Tulsa (BEST)Bright BeginningsCAP TulsaChildren FirstCity of TulsaCity YearColumbia University Center for Public Research and LeadershipCommunities in Schools of Mid-AmericaCommunity Service Council of Greater TulsaComplete College America Connect FirstCrosstownEducareEmergency Infant Services
Family & Children’s ServicesFamily ConnectsFoundation for Tulsa SchoolsGrowing TogetherHabitat for HumanityHealthy StepsHunger Free OklahomaIndian Nations Council of Governments (INCOG)JAMES IncLittle by LittleMetcaresMetropolitan Baptist ChurchMy Health Access NetworkNeighbors Along the Line New Hope Oklahoma
Oklahoma State Department of EducationThe Opportunity Project OK to Grow OU-Tulsa Center of Applied Research for Nonprofit OrganizationsParent-Child CenterPower of Families Project Lead the WayReach Out and ReadReading PartnersStrong TomorrowsTake Control InitiativeTeach for AmericaTeaching and Leading Initiative of Oklahoma TRiO ProgramTulsa Area United Way
Tulsa Campaign to Prevent Teen PregnancyTulsa ChangemakersTulsa City-County Health DepartmentTulsa City-County LibraryTulsa Community FoundationTulsa Debate League Tulsa Dream CenterTulsa Housing AuthorityTulsa Regional ChamberTulsa Regional Stem AllianceWomen in RecoveryYMCA of Greater TulsaYouth Philanthropy Initiative (YPI)Youth Services of Tulsa
POSTSECONDARY PARTNERS
COMMUNITY PARTNERS
SCHOOL DISTRICT PARTNERS
®
EST. 1904
BROKEN ARROWPUBLIC SCHOOLS
*Districts who have been partners since our founding
*
* *
* * * * *
* *
1
IMPACTTULSA USES DATA AS A FLASHLIGHT, NOT A HAMMER.
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
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
CALL TO ACTION 20
CITATIONS 21
CONTENTS
2
LETTER FROM LEADERSHIP
First Steps in Creating a Land of OpportunityLast year’s Community Impact Report declared an opportunity
crisis. Groundbreaking research showed that too many Tulsans
were economically “stuck in place” across generations and did not
participate in the American Dream as popularly conceived. We
learned a young African American child born to low-income parents
in Tulsa County in the 1980s had just a 1-in-26 chance of reaching
an upper income group as a young adult. If that same child had been
born in the 74120 zip code, those chances fell close to zero. The
economic mobility odds for low-income white, Native American,
and Hispanic children were a little better, but still not adequate.
The findings were eye-opening and unsettling.
This year, we transitioned from diagnosis to action.
In July, Tulsa was selected as one of just ten cities to participate in
a new, national initiative aimed at improving economic mobility.
Supported by leading foundations, the initiative provides access to
the experts behind the mobility research—led by Harvard University
economist Raj Chetty. Each participating city brings data, promising
strategies, and shared learnings. For example, the City of Tulsa and
the Community Service Council’s Equality Indicators Initiative use
data to measure progress toward equality across Tulsa’s zip codes
and to better understand the landscape of opportunity and access
throughout the city. ImpactTulsa and Tulsa Public Schools can also
bring the Child Equity Index (CEI) work to the table to offer a focus
on improving opportunities specifically for children.
Launched in 2018, the CEI operates under the theory that structural
and systemic factors inside and outside the school building affect
student outcomes. Yes, students need access to great educators,
reasonable class sizes, aligned curriculum, and adequate learning
time. But, if they are going to reach their full potential, they also
need stable housing, wellness visits, dental checkups, reliable
transportation, low-crime neighborhoods, and more. Educators
cannot change community conditions, and that’s where ImpactTulsa
and its partners come in.
The CEI measures neighborhood conditions using more than 40
indicators across a range of domains. It assesses how factors such as
housing affordability, healthcare access, poverty rates, crime rates,
and unemployment rates collectively impact student outcomes. The
index uncovers systemic disparities across neighborhoods and points
to areas ready for intervention. One area of the CEI work drilled
down into the relationship between chronic absenteeism and the
ease of getting to school, including student walk distances, access
to sidewalks, and transit availability. Collaborative Action Network
and strategy teams, facilitated by ImpactTulsa, are exploring how
improved transportation options, greater community supports, and
comprehensive solutions to address the barriers children living in
certain neighborhoods face getting to school may contribute to better
attendance. These are examples of how cross-sector and community
approaches are being tried to solve problems in education. And it’s
just the beginning.
Establishing Tulsa as an authentic “land of opportunity” is a journey.
ImpactTulsa was designed for this work, and our founding principles
will guide us: measure what matters, identify effective practices,
and align resources. Our vision hasn’t changed, and we’ve enlisted
remarkable cross-sector partners and community members
during our six-year journey. We look forward to engaging in this
nation-leading work and contributing to Tulsa’s future of broadly
shared prosperity.
Carlisha Williams Bradley, MPA Executive Director, ImpactTulsa
Mayor GT Bynum Chair, ImpactTulsa Leadership Council
3
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
VISIONALL STUDENTS ARE GUARANTEED A HIGH-QUALITY EDUCATION.
MISSIONIMPACTTULSA ALIGNS THE COMMUNITY TO PROVIDE A PATHWAY FOR ALL STUDENTS TO THRIVE.
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.
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
OUTCOME AREAS OF FOCUS
StriveTogether is a national, nonprofit network of 67 community partnerships. The network’s mission is to build the capacity of communities to dramatically improve educational outcomes for every child from cradle to career by providing strategic assistance, network communications and high-quality resources.
THEORY OF ACTION
Measure what mattersto inform action,
Identify effective practicesto expand what works, and
Align resourcesto drive change in policy and practice...
…then we will be a model of excellence that improves student achievement outcomes.
When ImpactTulsa strives to:
2018 TOTAL POPULATION
648,3604.2% GROWTH SINCE 2013
2018 PRE-K – 12 STUDENTS IN TULSACOUNTY AND SAPULPA
128,8014% GROWTH SINCE 2013
STUDENTS ENROLLEDIN PUBLIC SCHOOL
84.4%1.4% DECLINE SINCE 2013
RESIDENTS OF TULSA COUNTYATTENDING A POSTSECONDARYINSTITUTION:
37,4331.3% DECLINE SINCE 2013
TULSA COUNTY 18-24 YEAR OLDSENROLLED AT A POSTSECONDARYINSTITUTION
18,6314.7% GROWTH SINCE 2013
13% 7%
HISP
ANIC
AFRIC
AN AM
ERICA
N
2018 PERCENT OF POPULATION
61%
ASIAN
/PACIF
IC ISL
ANDE
R
398,093399,279
5%
MULTI
RACIA
L
OTHE
R
<1%
1,945788
10%
WHI
TE
3%
17% -5%GROWTH 2013-2018
0% 17% 147%9% 41%
NATIV
E AME
RICAN
2013
48,283 46,03422,04415,646
65,48460,33530,47326,066
84,28772,012
2018
37%
17%
43%
19%13%
28%
ASIAN
/PA
CIFIC
ISLAN
DER
WHI
TE
MULTI
RACIA
L
94% 90% 89%
NATIV
EAM
ERICA
N
78%
HISP
ANIC
65%
AFRIC
ANAM
ERICA
N
92%HIGH SCHOOL DEGREEOR HIGHER
BACHELOR’S DEGREEOR HIGHER
EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY
HIGH SCHOOL DIPLOMAOR EQUIVALENCY
SOME COLLEGE ORASSOCIATE’S DEGREE
BACHELOR’S DEGREEOR HIGHER
89.8%
64.1%
31.6%
8% 7%7% 17%
4% 3%
75% 53%
11%20%
4%
48%
10%21%
3%
47%
10%18%
4%
50%
7%14%
5%
58%
13%7%
4%
60%
10%6%
3%
66%
4%6%
2%
74%
6%2%
2%
79%
5%1%
0%
85%
2%0%
0%
93%
100%
0%
50%
TOTAL POPULATION
DEMOGRAPHIC MAKEUP
COUNTY(NON-CITY)
CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85+
WHITE (NON-HISPANIC)
6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1%NATIVE AMERICAN
ASIAN/PACIFIC ISLANDER
HISPANIC
MULTIRACIAL
Average Teacher Salary$52,412Rank 34
ExpendituresPer Student
Students Per TeacherRank 39$8,449
OKLAHOMA
Average Teacher Salary$53,301Rank 32
ExpendituresPer Student
Students Per TeacherRank 37$11,490
COLORADO
Average Teacher Salary$49,800Rank 46
ExpendituresPer Student
Students Per TeacherRank 16$11,705
KANSAS
Average Teacher Salary$50,064Rank 44
ExpendituresPer Student
Students Per TeacherRank 5$11,434
MISSOURI
Average Teacher Salary$51,019Rank 37
ExpendituresPer Student
Students Per TeacherRank 30$10,082
ARKANSAS
Average Teacher Salary$47,826Rank 49
ExpendituresPer Student
Students Per TeacherRank 33$11,012
NEW MEXICO
Average Teacher Salary$54,155Rank 27
ExpendituresPer Student
Students Per TeacherRank 24$10,096
TEXAS
EDUCATION FUNDING COMPARISONS, 2018
Average TeacherSalary$61,730
ExpendituresPer Student$12,920
UNITED STATES
ELA 41 MATH 38NAEP RANK
ELA 5 MATH 19NAEP RANK
ELA 50 MATH 50NAEP RANK
ELA 42 MATH 32NAEP RANK
ELA 30 MATH 24NAEP RANK
ELA 34 MATH 26NAEP RANK
ELA 45 MATH 43NAEP RANK
Salaries of instructional staff in Oklahoma increased by 13 percent between 2017-18 and 2018-2019, boosting the state from 49th nationally to 34th.3 The increase in compensation recognizes the vital role played by teachers.Work remains to increase total education funding. Expenditures per student increased only 3.3 percent during the same period.
MEDIANINCOME
PERCENT OF INDIVIDUALSIN CATEGORY
PERCENTUNEMPLOYED
EDUCATION AND UNEMPLOYMENT
CITY
COUNTY (NON-CITY)$28,715
$23,95110%
7%
9%
1%LESS THAN
HIGH SCHOOL DEGREE
CITY
COUNTY (NON-CITY)$34,805
$28,26626%
26%
4%
6%HIGH SCHOOL GRADUATE
OR EQUIVALENT
CITY
COUNTY (NON-CITY)$40,164
$31,70733%
35%
6%
4%SOME COLLEGE
OR ASSOCIATES DEGREE
CITY
COUNTY (NON-CITY)$58,244
$51,849 2%
1%BACHELOR’S DEGREE
OR HIGHER32%
32%
Tulsa’s population grew by four percent between 2013 and 2018, with the majority of growth coming from populations of color. Asian, Hispanic, and Native American populations all grew by double-digit percentages during this period, while the African American population grew by nine percent. The changing demographics of the region become apparent when looking at the distribution of race and ethnicity by age. Children of color make up over half of the population under age five while less than one in four adults 45 or older are of color.
(CITY AND COUNTY)
NAEP = National Assessment of Educational Progress
OKLAHOMA EMERGENCY TEACHERCERTIFICATIONS, TULSA COUNTY4
2016-2017
2017-2018
2019-2020 347*
504
353
150
2018-2019
* Estimates through December of 2019
SAPULPA SCHOOL DISTRICTIS INCLUDED IN STUDENT
PROFILE, BUT NOT INCLUDEDIN COUNTY DETAILS
COLLINSVILLE
OWASSO
TULSA
SAND SPRINGS
KEYSTONE
JENKSSAPULPA
BIXBY
LIBERTY
GLENPOOL
BROKENARROW
SPERRY
SKIATOOK
BERRYHILL
UNION
SCHOOL DISTRICTSTULSA COUNTYCITY OF TULSA
TULSA COUNTY DEMOGRAPHIC BREAKDOWN 2013 TO 2018
1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3%AFRICAN AMERICAN
4
Tulsa Area Demographics1, 2
2018 TOTAL POPULATION
648,3604.2% GROWTH SINCE 2013
2018 PRE-K – 12 STUDENTS IN TULSACOUNTY AND SAPULPA
128,8014% GROWTH SINCE 2013
STUDENTS ENROLLEDIN PUBLIC SCHOOL
84.4%1.4% DECLINE SINCE 2013
RESIDENTS OF TULSA COUNTYATTENDING A POSTSECONDARYINSTITUTION:
37,4331.3% DECLINE SINCE 2013
TULSA COUNTY 18-24 YEAR OLDSENROLLED AT A POSTSECONDARYINSTITUTION
18,6314.7% GROWTH SINCE 2013
13% 7%
HISP
ANIC
AFRIC
AN AM
ERICA
N
2018 PERCENT OF POPULATION
61%
ASIAN
/PACIF
IC ISL
ANDE
R
398,093399,279
5%
MULTI
RACIA
L
OTHE
R
<1%
1,945788
10%
WHI
TE
3%
17% -5%GROWTH 2013-2018
0% 17% 147%9% 41%
NATIV
E AME
RICAN
2013
48,283 46,03422,04415,646
65,48460,33530,47326,066
84,28772,012
2018
37%
17%
43%
19%13%
28%
ASIAN
/PA
CIFIC
ISLAN
DER
WHI
TE
MULTI
RACIA
L
94% 90% 89%
NATIV
EAM
ERICA
N
78%
HISP
ANIC
65%
AFRIC
ANAM
ERICA
N
92%HIGH SCHOOL DEGREEOR HIGHER
BACHELOR’S DEGREEOR HIGHER
EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25, TULSA COUNTY
HIGH SCHOOL DIPLOMAOR EQUIVALENCY
SOME COLLEGE ORASSOCIATE’S DEGREE
BACHELOR’S DEGREEOR HIGHER
89.8%
64.1%
31.6%
8% 7%7% 17%
4% 3%
75% 53%
11%20%
4%
48%
10%21%
3%
47%
10%18%
4%
50%
7%14%
5%
58%
13%7%
4%
60%
10%6%
3%
66%
4%6%
2%
74%
6%2%
2%
79%
5%1%
0%
85%
2%0%
0%
93%
100%
0%
50%
TOTAL POPULATION
DEMOGRAPHIC MAKEUP
COUNTY(NON-CITY)
CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 85+
WHITE (NON-HISPANIC)
6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1%NATIVE AMERICAN
ASIAN/PACIFIC ISLANDER
HISPANIC
MULTIRACIAL
Average Teacher Salary$52,412Rank 34
ExpendituresPer Student
Students Per TeacherRank 39$8,449
OKLAHOMA
Average Teacher Salary$53,301Rank 32
ExpendituresPer Student
Students Per TeacherRank 37$11,490
COLORADO
Average Teacher Salary$49,800Rank 46
ExpendituresPer Student
Students Per TeacherRank 16$11,705
KANSAS
Average Teacher Salary$50,064Rank 44
ExpendituresPer Student
Students Per TeacherRank 5$11,434
MISSOURI
Average Teacher Salary$51,019Rank 37
ExpendituresPer Student
Students Per TeacherRank 30$10,082
ARKANSAS
Average Teacher Salary$47,826Rank 49
ExpendituresPer Student
Students Per TeacherRank 33$11,012
NEW MEXICO
Average Teacher Salary$54,155Rank 27
ExpendituresPer Student
Students Per TeacherRank 24$10,096
TEXAS
EDUCATION FUNDING COMPARISONS, 2018
Average TeacherSalary$61,730
ExpendituresPer Student$12,920
UNITED STATES
ELA 41 MATH 38NAEP RANK
ELA 5 MATH 19NAEP RANK
ELA 50 MATH 50NAEP RANK
ELA 42 MATH 32NAEP RANK
ELA 30 MATH 24NAEP RANK
ELA 34 MATH 26NAEP RANK
ELA 45 MATH 43NAEP RANK
Salaries of instructional staff in Oklahoma increased by 13 percent between 2017-18 and 2018-2019, boosting the state from 49th nationally to 34th.3 The increase in compensation recognizes the vital role played by teachers.Work remains to increase total education funding. Expenditures per student increased only 3.3 percent during the same period.
MEDIANINCOME
PERCENT OF INDIVIDUALSIN CATEGORY
PERCENTUNEMPLOYED
EDUCATION AND UNEMPLOYMENT
CITY
COUNTY (NON-CITY)$28,715
$23,95110%
7%
9%
1%LESS THAN
HIGH SCHOOL DEGREE
CITY
COUNTY (NON-CITY)$34,805
$28,26626%
26%
4%
6%HIGH SCHOOL GRADUATE
OR EQUIVALENT
CITY
COUNTY (NON-CITY)$40,164
$31,70733%
35%
6%
4%SOME COLLEGE
OR ASSOCIATES DEGREE
CITY
COUNTY (NON-CITY)$58,244
$51,849 2%
1%BACHELOR’S DEGREE
OR HIGHER32%
32%
Tulsa’s population grew by four percent between 2013 and 2018, with the majority of growth coming from populations of color. Asian, Hispanic, and Native American populations all grew by double-digit percentages during this period, while the African American population grew by nine percent. The changing demographics of the region become apparent when looking at the distribution of race and ethnicity by age. Children of color make up over half of the population under age five while less than one in four adults 45 or older are of color.
(CITY AND COUNTY)
NAEP = National Assessment of Educational Progress
OKLAHOMA EMERGENCY TEACHERCERTIFICATIONS, TULSA COUNTY4
2016-2017
2017-2018
2019-2020 347*
504
353
150
2018-2019
* Estimates through December of 2019
SAPULPA SCHOOL DISTRICTIS INCLUDED IN STUDENT
PROFILE, BUT NOT INCLUDEDIN COUNTY DETAILS
COLLINSVILLE
OWASSO
TULSA
SAND SPRINGS
KEYSTONE
JENKSSAPULPA
BIXBY
LIBERTY
GLENPOOL
BROKENARROW
SPERRY
SKIATOOK
BERRYHILL
UNION
SCHOOL DISTRICTSTULSA COUNTYCITY OF TULSA
TULSA COUNTY DEMOGRAPHIC BREAKDOWN 2013 TO 2018
1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3%AFRICAN AMERICAN
5
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
FAFSACOMPLETION
65%2013-2014
36%2016-2017
23%2016-2017
81%2013-2014
58%2014-2015
57%2013-2014
73%2018-2019
36%2018-2019
23%2018-2019
85%2018-2019
58%2018-2019
53%2018-2019
-2BA
SELI
NEBA
SELI
NECU
RREN
T
PERC
ENTA
GE P
OIN
T IM
PROV
EMEN
T SIN
CE B
ASEL
INE
+2
+4
+6
+8
-4-6
Percent of students meeting OSTP proficiency standards for reading.
THIRD-GRADE READING
Percent of students meeting OSTP proficiency standards for math.
EIGHTH-GRADE MATH
Percent of students graduating high school within four years.
HIGH SCHOOL GRADUATION
Percent of high school graduates attending Oklahoma colleges and universities.
IN-STATE COLLEGE ENROLLMENT
Percent of students completing the Free Application for Federal Student Aid (FAFSA).
FAFSA COMPLETION(THROUGH JULY 31)
THIRD-GRADEENGLISH LANGUAGEARTS PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
POSTSECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARYENROLLMENT
POSTSECONDARYCOMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
THIRD-GRADEENGLISH LANGUAGE ARTS
PROFICIENCY
EIGHTH-GRADEMATHEMATICSPROFICIENCY
POSTSECONDARY ENROLLMENT
SECONDARY COMPLETION
KINDERGARTENREADINESS
HIGH SCHOOL COMPLETION
COLLEGE & CAREER READY
PRE-K ENROLLMENT
Percent equals the prior year pre-K enrollment total over the current year kindergarten enrollment total.
PRIOR PRE-KENROLLMENT
C
AB
Education Outcome Area Trends
6
+8% +4% ——— -4%
TRENDS AND GOALSImpactTulsa has reached the point in our journey where we have
identified the key indicators, measured them consistently over time,
and can determine how to track progress and setbacks. We find good
news early and late in the continuum. The eight-percentage point
improvement in pre-kindergarten enrollment over five years may be
the best news in this report. That translates to 814 more attendees
in 2018-19 than if the participation rates of 2013-14 had persisted.
The community should also take pride in the steadily improving
high school graduation rate—up two percentage points from last
year and four percentage points since the 2013-14 benchmark year.
That’s progress.
Last year’s report showed declines in the two indicators tied to
standardized testing—3rd grade English Language Arts (ELA) and
8th grade math. ELA and math proficiency rates returned to their
2016-17 levels—36 percent and 23 percent, respectively. It’s a relief
the declines recovered, but disappointing we do not have progress to
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.
Bottomline on performance: more young Tulsans are starting
education early (pre-K) and persisting through high school
Achievement is stubbornly stable, and nationally college enrollment
is competing with job opportunities in an unprecedented
economic expansion.
Trend tracking usually marks the end of the report. But this year we
take an additional step—extending from “what is” to “what should
be.” ImpactTulsa convened goal setting sessions. We set out to create
goals that were: ambitious but achievable, actionable, time-limited,
and equitable (that is, no gaps based on race, ethnicity, or income).
The goals—reported in the following sections—are just first steps
and additional goals will be developed. We recognize there are many
factors that go into reaching these goals and there’s a lot of work that
goes into moving outcomes. However, if Tulsa is going to achieve
world-class status, our community will need to come together to
reach these goals and press on to higher levels.
7
8
During 2018, ImpactTulsa worked in collaboration with Tulsa Public
Schools and ECONorthwest to develop a Child Equity Index (CEI).
The CEI is a data-driven tool and resource for Tulsa area school
districts and community partners to understand student need with
consideration given to student residential environments.
The CEI measures student factors and neighborhood conditions, using
more than 40 indicators across six domains of influence (see figure
below, Domains of Influence) —student-level factors, neighborhood
health, neighborhood socioeconomic status (SES), neighborhood
safety, neighborhood pride and custodianship, and neighborhood
access. The tool measures the collective impact of these factors and
conditions on student outcomes.
The place-based measures are attached to student addresses and
residential environments using data captured at the census tract and
zip code geographic boundaries.
The Child Equity Index LEARNING HOW NEIGHBORHOOD FACTORS AFFECT STUDENT SUCCESS
DOMAINS OF INFLUENCE
The subdomains help us target and align resources based on different type of needs for both students and neighborhoods.
NEIGHBORHOOD SES3% of Population with Less than a High School Education% of Pop below 100% FPL% of Pop below 200% FPLUnemployment Rate
Receipt of SNAP (Food Stamps)Housing Cost BurdenedHousing Quality and Condition
NEIGHBORHOOD CUSTODIANSHIP5Nuisance/311 ComplaintsNegative Land UseBuilt Environment Nuisance
NEIGHBORHOOD HEALTH2Built Environment ScoreLife ExpectancyMental Health/ Substance Abuse Visits
ER VisitsInfant Mortality RateTeen PregnancyLow Birth Weight
NEIGHBORHOOD SAFETY4Violent Crime (aggravated assault, homicide, rape, robbery)Narcotics Crime
Gun-related MortalityArrests
NEIGHBORHOOD ACCESS6WalkscoreTransitGrocery StoresVehicle Access
Industrial/Oil Land SiteHighwayParks, Trails, Schools
STUDENT LEVEL DOMAIN1GenderRace/EthnicityELLStudent MobilityAttended Pre-K
Economic DisadvantageHomelessSpecial Alert (i.e. medical)EBLSuspensions
DOMAIN INDEX SCORES
The index scores produced by the model help us understand the geographic landscape of access and opportunity. The map below illustrates the statistical relationship between overall neighborhood conditions and their contribution 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 census tracts represent the areas with below-median (and less favorable) contributions. With the ability to look at how each individual domain contributes to the overall index, this information provides the ability to identify types of interventions needed to help close opportunity gaps and to overcome barriers to student success.
This map shows how Overall Domain Scores vary by neighborhood (Census Tracts). The blue shades illustrate the neighborhoods of students with more favorable (above median) scores. The orange shades represent the neighborhoods with less favorable (below median) scores.
SIGNIFICANTLY ABOVE MEDIAN
SLIGHTLY ABOVE MEDIAN
SLIGHTLY BELOW MEDIAN
SIGNIFICANTLY BELOW MEDIAN
DISTRICT BOUNDARY
SCHOOL LOCATIONS
169
169
44
44
64
64412
75
75
75
75
51
244
66th St N
56th St N 56th St N
Port Rd
36th St N
Apache St.
Pine St S
Admiral Pl
11th St S
21st St S
31st St S
41st St S
51st St S
61st St S
71st St S
Memo
rial D
r
Sheri
dan R
d
Yale
Ave
Harva
rd Av
e
Lewi
s AveUt
ica Av
e
Peori
a Ave
S. Ga
rnett
Ave
Mohawk Park
Turner
Turnp
ike
GREENWOOD
DOWNTOWN
GILCREASE HILLS
UNIVERSITYPARK
SUBURBANHILLS
TULSAINTERNATIONAL
AIRPORT
MINGOVALLEY
PEARL
KENDALL-WHITTIER
MIDTULSA
PATRICKHENRY
RIVERWEST
HELLERPARK
HOPEVALLEY
LAFORTUNEPARK PLAZA
WESTHIGHLANDS
SIGNIFICANTLY ABOVE MEDIAN
SLIGHTLY ABOVE MEDIAN
SLIGHTLY BELOW MEDIAN
SIGNIFICANTLY BELOW MEDIAN
DISTRICT BOUNDARY
SCHOOL LOCATIONS
169
169
44
44
64
64412
75
75
75
75
51
244
66th St N
56th St N 56th St N
Port Rd
36th St N
Apache St.
Pine St S
Admiral Pl
11th St S
21st St S
31st St S
41st St S
51st St S
61st St S
71st St S
Memo
rial D
r
Sheri
dan R
d
Yale
Ave
Harva
rd Av
e
Lewi
s AveUt
ica Av
e
Peori
a Ave
S. Ga
rnett
Ave
Mohawk Park
Turner
Turnp
ike
GREENWOOD
DOWNTOWN
GILCREASE HILLS
UNIVERSITYPARK
SUBURBANHILLS
TULSAINTERNATIONAL
AIRPORT
MINGOVALLEY
PEARL
KENDALL-WHITTIER
MIDTULSA
PATRICKHENRY
RIVERWEST
HELLERPARK
HOPEVALLEY
LAFORTUNEPARK PLAZA
WESTHIGHLANDS
OVERALL DOMAIN SCORESAGGREGATED BY CENSUS TRACT
One interesting example of how this data can be used is looking at where chronic absenteeism rates are highest across our city. Chronic absenteeism is defined as a student missing at least 10 percent of school days. Community partners, teams of leaders from Tulsa Public Schools, ImpactTulsa, and the City of Tulsa are already exploring areas for collaboration and key investments that can be made in neighborhoods to improve school attendance and in turn student outcomes.
9
The Opportunity Atlas, with its neighborhood-level estimates of
economic mobility, has gained attention across the country since
its release in late 2018.5 The Atlas follows 20 million Americans
from childhood to their mid-30s and traces their paths to affluence
or poverty back to the neighborhoods where the children grew up.
It’s a robust scorecard of where the American Dream is and isn’t
working. With these new data in hand, policymakers at all levels of
government—schools districts, counties, cities, states—are looking
for direction on where and how to intervene to improve economic
mobility for today’s youth.
As policymakers try to make use of the Opportunity Atlas, at least
two questions come to mind:
First, are the neighborhood conditions of the 1970s and 1980s similar
to the conditions we see today? Neighborhoods change over time—
sometimes quite a bit.
Second, if neighborhood conditions show disparities, what
specifically should be addressed on the ground?
The Child Equity Index (CEI) gives Tulsa a big head start on
answering these questions. The CEI has already done the hard work
of documenting the key neighborhood conditions that collectively
affect student outcomes. We find a strong relationship between
today’s CEI scores and the Opportunity Atlas’ neighborhood
mobility scores. Generally, neighborhoods with low CEI scores today
also show low economic mobility for children who grew up there
decades ago. And, today’s high CEI scoring neighborhoods generally
show better historic mobility rates. Those relationships don’t work
everywhere, and some neighborhoods have switched positions over
time. We have plenty to learn in those neighborhoods as well.
The bottom line: using current local data, the CEI provides an
important confirmation of the Opportunity Atlas and reveals
neighborhoods ready for investment. Furthermore, the CEI, built
on more than 40 neighborhood indicators, suggests where we should
start. Direct investments in schools are critical. But we will also find
important solutions in our housing, health care, human service,
and transportation systems. Pulling in these adjacent sectors is an
important part of ImpactTulsa’s work.
STUDENT CHRONIC ABSENTEEISM
169
169
44
44
64
64412
75
75
75
75
51
244
66th St N
56th St N 56th St N
Port Rd
36th St N
Apache St.
Pine St S
Admiral Pl
11th St S
21st St S
31st St S
41st St S
51st St S
61st St S
71st St S
Memo
rial D
r
Sheri
dan R
d
Yale
Ave
Harva
rd Av
e
Lewi
s AveUt
ica Av
e
Peori
a Ave
S. Ga
rnett
Ave
Mohawk Park
Turner
Turnp
ike
GREENWOOD
DOWNTOWN
GILCREASE HILLS
UNIVERSITYPARK
SUBURBANHILLS
TULSAINTERNATIONAL
AIRPORT
MINGOVALLEY
PEARL
KENDALL-WHITTIER
MIDTULSA
PATRICKHENRY
RIVERWEST
WESTHIGHLANDS
HELLERPARK
HOPEVALLEY
LAFORTUNEPARK PLAZA
Shading depicts geographic areas of student chronic absenteeism
THE CEI AND THE OPPORTUNITY ATLAS
SIGNIFICANTLY ABOVE MEDIAN
SLIGHTLY ABOVE MEDIAN
SLIGHTLY BELOW MEDIAN
SIGNIFICANTLY BELOW MEDIAN
DISTRICT BOUNDARY
SCHOOL LOCATIONS
169
169
44
44
64
64412
75
75
75
75
51
244
66th St N
56th St N 56th St N
Port Rd
36th St N
Apache St.
Pine St S
Admiral Pl
11th St S
21st St S
31st St S
41st St S
51st St S
61st St S
71st St S
Memo
rial D
r
Sheri
dan R
d
Yale
Ave
Harva
rd Av
e
Lewi
s AveUt
ica Av
e
Peori
a Ave
S. Ga
rnett
Ave
Mohawk Park
Turner
Turnp
ike
GREENWOOD
DOWNTOWN
GILCREASE HILLS
UNIVERSITYPARK
SUBURBANHILLS
TULSAINTERNATIONAL
AIRPORT
MINGOVALLEY
PEARL
KENDALL-WHITTIER
MIDTULSA
PATRICKHENRY
RIVERWEST
HELLERPARK
HOPEVALLEY
LAFORTUNEPARK PLAZA
WESTHIGHLANDS
10
AVERAGE DAILY ATTENDANCE OVER TIME
CHRONIC ABSENCE IN THE REGION
“The Continuous Learning and Improvement (CLI) model has pushed our school to consistently refine our practices by developing student-focused strategies with a personalized process that pairs sustainable interventions and ongoing student data monitoring. By collecting experiential data from students, families, and school staff, we were able to understand the hurdles that negatively affect attendance rates. From there, we worked with the community to design strategies and interventions tailored to the needs of students and families.”
LINDSEY JOHNSON – BROKEN ARROW PRINCIPAL
ADA FOR OKLAHOMA AND TULSA AREA
FY 20
19
FY 20
15
FY 20
18
FY 20
17
FY 20
16
93%
94%
95%
TULSA AREA STATE
83%
83%
82%
83%
83%
84%85%
83%
84%81%
ADA FOR OKLAHOMA AND TULSA AREA
FY 20
19
FY 20
15
FY 20
18
FY 20
17
FY 20
16
93%
94%
95%
TULSA AREA STATE
83%
83%
82%
83%
83%
84%85%
83%
84%81%
FAY STUDENTS CHRONICALLY ABSENT
2018–2019
13.4%
Attendance
WHAT THE DATA SAYAverage Daily Attendance (ADA) provides a high-level overview of attendance
patterns by identifying the share of students that show up for school on the
average day. By this measure, the region’s schools have underperformed relative
to the statewide average since at least 2014-15 and have demonstrated a slight
downward trend since then compared to the state.
But the seemingly high ADA levels and relatively small changes from year to year
miss a critical part of the story, namely, the prevalence of students with serious
attendance problems. To capture this information, schools and districts in many
states now calculate the share of students missing at least ten percent of school
days, the chronic absenteeism rate.
WHY IT MATTERSRegular attendance lies at the core of success for students and schools. Research shows that absenteeism is an early warning indicator for both low achievement and dropping out. ImpactTulsa has found that kindergarten attendance affects later school engagement and attendance. When children are consistently present in the classroom, they are a part of a greater learning community that ensures their success. By prioritizing school attendance, parents can ensure that their
children are academically successful, socially developed and community minded.
By creating and using a predictive model for chronic absenteeism, ImpactTulsa has helped school leaders determine who is at risk of becoming chronically absent with 86% accuracy by the 20th day of school. ImpactTulsa has worked alongside principals, attendance teams, and school staff to put into practice nationally researched strategies brought to Tulsa by Hedy Chang with Attendance Works. We explored how to bring the conversation of 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 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.
11
PRE-K ENROLLMENT, FALL 2013 TO SPRING 2019
PRE-K ENROLLMENT OVER TIME
AFRIC
ANAM
ERICA
N
0%
100%
WHI
TE
MUL
TIRAC
IAL
ALL S
TUDE
NTS
HISP
ANIC
ASIAN
/PA
CIFIC
ISLAN
DER
73%
82% 77% 77% 71% 68% 67%
NATIV
EAM
ERICA
N
PERC
ENTA
GE O
F 20
18-2
019
KIN
DERG
ARTE
NER
S W
HO
HAD
PRE
-K
GROWTH 2013-2014 — 2018-2019
10.0% 4.9% -5.6%8.4% 10.1% 8.0% 10.0%
2018-2019 NUMBER OF PRE-K STUDENTS
2,699 8868326,783 3881,598 365
GROWTH IN ESTIMATED PRE-K ENROLLMENT %
399 MORE STUDENTS WERE IN PRE-K IN 2018-2019 THAN IN 2012-2013
ESTIMATED PRE-K ENROLLMENT % (NEW, GOAL TBD)
2014
–201
5
2017
–201
8
2019
–202
0
2020
–202
1
2021
–202
2
2022
–202
3
2023
–202
4
2024
–202
5
2013
–201
4
2018
–201
9
2015
–201
6
2016
–201
7
ESTI
MAT
ED %
OF
STUD
ENTS
WH
O A
TTEN
DED
PRE-
K
KINDERGARTEN YEAR
76%GOAL
60%
65%
70%
75%
80%
TULSA AREA TULSA GOAL STATE
76%77%
78% 78%76% 76%
65%
69% 70%71% 72%
73%
Pre-K Enrollment
WHAT THE DATA SAYOverall enrollment rates have increased every year since 2013, with recent increases
of about one percentage point per year and slightly larger gains among African
American, multiracial, and white populations.6 Only the Asian/Pacific Islander
population had a lower enrollment rate in 2018 than in 2013, but this group
continues to have a relatively high enrollment rate overall. These trends reflect
region-wide efforts to improve pre-K outreach and enrollment.
Growth in enrollment rates will likely slow in the coming years, as the state is
already a nationwide leader and children from families choosing private schools
or whose parents prefer to keep them at home comprise an ever-larger share of
children not already enrolled in public programs.
WHY IT MATTERSOpportunity gaps, perpetuated by systemic inequities by income and race/ethnicity,
begin to form in the earliest years of a child’s life.8 Eliminating gaps requires early
childhood interventions such as high-quality pre-K. Tulsa and Oklahoma are
nationally recognized for their pre-K programming, and a growing body of evidence
suggests enrollees will be better prepared for kindergarten, will gain critical social
skills, and will complete high school at higher rates.9
One example of successful outreach efforts is ImpactTulsa’s partnership with The Power of Families Project to successfully bring community members together to serve as trusted messengers about pre-K opportunities. The team of Promotoras, advocates from 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
OKLAHOMA IS RANKED FOURTH IN THE NATION AS A LEADING STATE IN PROVIDING UNIVERSAL PRE-K ACCESS.7
ESTIMATED PRE-K ENROLLMENT % (NEW, GOAL TBD)
2014
–201
5
2017
–201
8
2019
–202
0
2020
–202
1
2021
–202
2
2022
–202
3
2023
–202
4
2024
–202
5
2013
–201
4
2018
–201
9
2015
–201
6
2016
–201
7
ESTI
MAT
ED %
OF
STUD
ENTS
WH
O A
TTEN
DED
PRE-
K
KINDERGARTEN YEAR
76%GOAL
60%
65%
70%
75%
80%
TULSA AREA TULSA GOAL STATE
76%77%
78% 78%76% 76%
65%
69% 70%71% 72%
73%
Third-Grade English Language Arts
WHAT THE DATA SAY2019 third-grade English Language Arts (ELA) proficiency rates returned to levels
seen in 2017 following a dip in 2018 attributable (at least in part) to the 10-day
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 MATTERSThird-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
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS
2017
/2018
2019
/2020
2020
/2021
2021
/2022
2022
/2023
2023
/2024
2024
/2025
2018
/2019
2015
/2016
2016
/2017
% P
ROFI
CIEN
T OR
ADVA
NCE
D
48%GOAL
20%
30%
40%
50%
509 MORE 3RD GRADERS PROFICIENT THAN LAST YEAR39%
33%
39%
36%
30%
36%
TULSA AREA TULSA GOAL STATE
2018
–201
9
2016
–201
7
2017
–201
8
% P
ROFI
CIEN
T OR
ADVA
NCE
D
20%
30%
40% 39%
33%
39%
36%
30%
36%
TULSA AREA STATE
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS
509 MORE 3RD GRADERS PROFICIENT THAN LAST YEAR
“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
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS 2018/19
WHI
TE
MULTI
RACIA
L
AFRIC
AN AM
ERICA
N
FEMA
LEMA
LE
NO IE
P IEP
NO EL
L
NOT E
CONO
MICA
LLY DI
SADV
ANTA
GED
ECON
OMICA
LLY DI
SADV
ANTA
GEDELL
ALL S
TUDE
NTS
HISP
ANIC
ASIAN
/PACIF
IC IS
LAND
ER
36%
50%43%
39% 38%
19%15%
40%33%
41%
15%
42%
14%
58%
22%
NATIV
E AM
ERICA
N
% P
ROFI
CIEN
T OR
ADVA
NCE
D
NUMBER OF TEST TAKERS
5,7073,6111,9597,3591,6527,6664,7134,6051,1442,0801,0147034033,9749,318
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS 2018–2019
NUMBER OF TEST TAKERS
2,323 126 307 386 311 158
1,651 277 396 628 1,769 986
PERCENTAGE PROFICIENT OR ADVANCED IN 3RD-GRADE ELA DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19
% P
ROFI
CIEN
T OR
ADVA
NCE
D
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
NATIV
EAM
ERICA
N
HISP
ANIC
ASIAN
/PA
CIFIC
ISLAN
DER
WHI
TE
MULTI
RACIA
L
AFRIC
ANAM
ERICA
N
NOT ECONOMICALLYDISADVANTAGED
ECONOMICALLYDISADVANTAGED
62.5%
31.6%
56.3%
36.8%
55.4%
27.0%
58.0%
25.3%
41.5%
15.6%
36.1%
11.7%
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS BY RACE AND ECONOMIC STATUS, 2018–2019
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
14
Eighth-GradeMathematics
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH
2017
/2018
2019
/2020
2020
/2021
2021
/2022
2022
/2023
2023
/2024
2024
/2025
2018
/2019
2015
/2016
2016
/2017
% P
ROFI
CIEN
T OR
ADVA
NCE
D
30%GOAL
15%
20%
25%
30%
35%
135 MORE 8TH GRADERS PROFICIENT THAN LAST YEAR
22%
20%
23%23%
21%
23%
TULSA AREA TULSA GOAL STATE
2018
–201
9
2016
–201
7
2017
–201
8
% P
ROFI
CIEN
T OR
ADVA
NCE
D
15%
20%
25%
22%
20%
23%
23%
21%
23%
TULSA AREA STATE
135 MORE 8TH GRADERS PROFICIENT THAN LAST YEAR
Eighth-Grade Mathematics
WHAT THE DATA SAYIn 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
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 MATTERSAs 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.
15
NUMBER OF TEST TAKERS
104 2,324 357 325 295 175
162 1,258 436 351 1,360 764
PERCENTAGE PROFICIENT OR ADVANCED IN EIGHTH-GRADE MATH DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19
% P
ROFI
CIEN
T OR
ADVA
NCE
D
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
NATIV
EAM
ERICA
N
HISP
ANIC
ASIAN
/PA
CIFIC
ISLAN
DER
WHI
TE
MULTI
RACIA
L
AFRIC
ANAM
ERICA
N
66.3%
29.6%38.0%
16.2%
35.9%
13.8%
26.5%
11.4%
25.1%
12.1%16.0%
7.7%
NOT ECONOMICALLYDISADVANTAGED
ECONOMICALLYDISADVANTAGED
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH 2018/19
ASIAN
/PACIF
IC IS
LAND
ER
NATIV
E AM
ERICA
N
AFRIC
AN AM
ERICA
N
FEMA
LEMA
LE
NO IE
P IEP
NO EL
L
NOT E
CONO
MICA
LLY D
ISADV
ANTA
GED
ECON
OMICA
LLY D
ISADV
ANTA
GEDELL
ALL S
TUDE
NTS
HISP
ANIC
WHI
TE
23%
44%
30%24%
19%14%
9%
22% 24% 26%
4%
25%
2%
35%
13%
MULTI
RACIA
L
% P
ROFI
CIEN
T OR
ADVA
NCE
D
NUMBER OF TEST TAKERS
4,3313,5804647,4471,0636,8484,0463,8659391,6556767933,5822667,911
15
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH 2018–2019
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE MATH BY RACE AND ECONOMIC STATUS, 2018–2019
“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
ELL= English Language Learner IEP= Individualized Education ProgramFull definition on page 13
HIGH SCHOOL GRADUATION RATES BY DEMOGRAPHIC GROUP
2017
–201
8
2019
–202
0
2020
–202
1
2021
–202
2
2022
–202
3
2023
–202
4
2024
–202
5
2018
–201
9
2013
–201
4
2016
–201
7
2015
–201
6
2014
–201
5
90%GOAL
80%
85%
90%
252 MORE STUDENTS GRADUATED IN 2018 THAN IF GRADUATION RATES REMAINED AT THE 2013 LEVEL
TULSA AREA TULSA GOAL STATE
83% 83%82%
83%84%
85%
83%
83%
83%
84%
81%
TULSA TECH SECONDARY STUDENT ENROLLMENT (FULL-TIME), 2013-2019
TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019
2013
-2014
2014
-2015
2015
-2016
2017
-2017
2018
-2019
1,954
2,123
1,833
2,073
1,94720
17-20
181,955
TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019
2013
-2014
2014
-2015
2015
-2016
2017
-2017
2018
-2019
3,8654,148
3,8283,5243,286
2017
-2018
4,121
TULSA TECH SECONDARY ENROLLMENT (FULL-TIME) 2013-2019
2013
-2014
2014
-2015
2015
-2016
2017
-2017
2018
-2019
1,954
2,123
1,833
2,073
1,947
2017
-2018
1,955
TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019
2013
-2014
2014
-2015
2015
-2016
2017
-2017
2018
-2019
3,8654,148
3,8283,5243,286
2017
-2018
4,121
TULSA TECH SECONDARY ENROLLMENT (FULL-TIME) 2013-2019
16
GRADUATION RATE OVER TIME
40%
100%
AFRIC
ANAM
ERICA
N
ECON
OMICA
LLYDI
SADV
ANTA
GED
NATIV
EAM
ERICA
N
HISP
ANIC
WHI
TE
ALL S
TUDE
NTS
NOT E
CONO
MICA
LLYDI
SADV
ANTA
GED
ASIAN
/PACIF
ICISL
ANDE
R
MULTI
RACIA
L
NO IE
P IEP
NO EL
L
ELL
GRAD
UATI
ON
RAT
E 20
17-2
018
GROWTH IN GRADUATION RATE 2013-2014 — 2017-2018
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
2017-2018 COHORT SIZE
1,099 3,416833 1,3218,370 8253,959 4,954333 7,217 1,153 8,013 357
85%89% 87% 86% 83%
81% 81%
91%
77%
87%
77%
87%
58%
GRADUATION RATE BY DEMOGRAPHIC SUBGROUP
High School Graduation
WHAT THE DATA SAYThe 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.
Hispanic, Native American, and White students experienced increases of three
percentage points each between 2017 and 2018. Multiracial students experienced
the smallest increase (less than one percentage point). Large completion
gaps persist, however. Hispanic and African American high schoolers have the
lowest graduation rates (both 81 percent) compared to their counterparts.
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.
College/Career Readiness
SAT and ACT results from across the region indicate about 36 percent of the
region’s 11th graders are ready for college-level work in ELA, and 27 percent
are ready for college math. The findings—stronger performance in language
than math—mirror the 3rd and 8th grade test results. Subgroup analyses
reveal striking opportunity gaps and deep systemic disparities particularly
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.
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
concurrently enrolled at Tulsa Community College (TCC)15 and 4,148 students
enrolled at Tulsa Tech in 2018-19.16
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.
IN 2018, 252 MORE STUDENTS GRADUATED THAN IN 2013.
PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN MATH AND ENGLISH LANGUAGE ARTS, 2019
PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN MATH, 2019
PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS IN ENGLISH LANGUAGE ARTS, 2019
WHY IT MATTERSHigh school graduation is a minimum requirement for students aspiring
to earn a middle class income. As of November 2019, the unemployment
rate for adults without a high school degree is still 5.3 percent—1.5
percentage points higher than the rate for high school graduates and
more than twice the unemployment rate for college graduates (2.0
percent).17 High school dropouts have also seen relatively slow wage
growth since the early 1990s.18 Economists and technologists foresee an
acceleration of technological progress in coming years through artificial
intelligence, machine learning, and robotics. Technology will replace
more routine work, which could further hurt the job prospects for adults
without a high school diploma. Boosting college and career readiness is
an imperative as the region continues to advance postsecondary entry
and completion.
Union’s Career Connect program partners with local business and community leaders to offer job shadowing, apprenticeships, and internships in addition to their concurrent enrollment offerings. This real-world work experience allows students to learn from industry experts to make more educated decisions for themselves while in high school regarding postsecondary aspirations.
1%
39%
6%
40%
32%
36%
49%
37%
36%
35%
19%
15%
40%
50%
21%
PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS, 2018/19 BY DEMOGRAPHICS – MATH AND ELA
% PROFICIENT OR ADVANCED
ASIAN/PACIFIC ISLANDER
WHITE
ALL STUDENTSMATH
ELA
MULTIRACIAL
27%
38%
38%
28%
NATIVE AMERICAN 25%
HISPANIC 14%
AFRICAN AMERICAN 7%
FEMALE 26%
MALE 29%
NO IEP 31%
IEP 4%
NO ELL 29%
ELL 3%
NOT ECONOMICALLYDISADVANTAGED
40%
ECONOMICALLYDISADVANTAGED
14%
NUMBER OF TEST TAKERS
336 221
1,126 723
NOT ECONOMICALLYDISADVANTAGED
ECONOMICALLYDISADVANTAGED
137
179
384
309
2,425
993
365
256
14.9%
MATH- OUTCOMES BY ECONOMIC STATUS AND RACE / ETHNICITY
% P
ROFI
CIEN
T OR
ADVA
NCE
D
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
NATIV
EAM
ERICA
N
HISP
ANIC
MULTI
RACIA
L
AFRIC
ANAM
ERICA
N
WHI
TE
44.9%
20.9%
ASIAN
/PA
CIFIC
ISLAN
DER
52.6%
26.3%
40.9%
12.0%
31.8%
16.4%
25.3%
10.8%4.7%
NUMBER OF TEST TAKERS
336 221
1,127 724
ELA OUTCOMES BY ECONOMIC STATUS AND RACE / ETHNICITY
% P
ROFI
CIEN
T OR
ADVA
NCE
D
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
HISP
ANIC
AFRIC
ANAM
ERICA
N
NOT ECONOMICALLYDISADVANTAGED
ECONOMICALLYDISADVANTAGED
137
179
ASIAN
/PA
CIFIC
ISLAN
DER
54.0%
24.6%
384
309
MULTI
RACIA
L
45.6%
22.7%
33.0%
14.6%
26.7%
11.3%
2,427
994
WHI
TE
55.5%
32.8%
365
256
NATIV
EAM
ERICA
N
42.7%
25.4%
17
ELL= English Language Learner IEP= Individualized Education ProgramFull definition on page 13
“Through this real world experiential learning program, students gain a sense of purpose, and can plan their path forward with a deep understanding about the career options they have available to them. All students in Career Connect gain soft skills and build professional relationships that will serve them well, now and in their future.”
JENNY FLOWER, UNION CAREER CONNECT
Postsecondary Entry and Completion
WHAT THE DATA SAYMost students require some form of financial aid to attend college.
Completing the FAFSA is the necessary first step towards accessing
institutional, state, and federal support for postsecondary education.
The region has sustained a substantial increase in FAFSA completions
after 2015-16, the result of region wide efforts to boost the number
of high school students that have completed the FAFSA by the time
they graduate. Due in part to the region’s higher graduation rate and,
hence, increasing number of high school graduates, the overall FAFSA
completion rate remains essentially unchanged relative to 2013-14 after
slight declines in 2016-17 and 2017-18.
The in-state, first-time college-going enrollment remains unchanged,
staying at 53 percent during 2018-2019. This represents the share of
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
between 2014 and 2017, with rates for the Tulsa region slightly edging
up during 2017-2018.
While the slight increases in rates of college enrollment for the
FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019
FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019
4,300
4,500
4,100
3,900
80%
60%
50%
2015
2016
2017
NUM
BER
OF FA
FSAS
COM
PLET
ED
PERC
ENTA
GE O
F ENR
OLLE
DSE
NIOR
S CO
MPL
ETIN
G FA
FSA
2018
2019
2020
2021
2022
2023
2024
COMPLETION RATE TULSA GOALCOMPLETIONS
58% 57%
61% 60%58%
70%GOAL
18
PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLING IN OKLAHOMA COLLEGES, 2013-2019
PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLING IN OKLAHOMA COLLEGES, 2013-2019
2017
–201
8
2019
–202
0
2020
–202
1
2021
–202
2
2022
–202
3
2023
–202
4
2024
–202
5
2018
–201
9
2013
–201
4
2016
–201
7
2015
–201
6
2014
–201
5
57%GOAL
40%
50%
60%
TULSA AREA TULSA GOAL STATE
57% 56%55%
52%53% 53%
52%
49% 49%
47%46%
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.
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 MATTERSTechnological 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 ActionOur collective impact journey started six years ago with a strong
belief that our education improvement work had to move beyond
the schoolhouse. We hypothesized that if young Tulsans were going
to reach their full potential, the neighborhoods and communities
around the schools would have to improve as well. We were ahead
of the times.
Since then, science has confirmed our beliefs. Groundbreaking, big
data analyses show that neighborhood conditions, including school
quality, affect the long-term trajectories and earnings of the children
who grow up there. Communities across the country are waking up
to their local realities and launching work like ours.
Ask the experts who unlocked these findings what we should
do next, and their answers aren’t fully developed. They suggest
promising directions but admit that we’re in an era of data-driven
discovery. We have been here before. Much like Tulsa advanced the
nation’s understanding about the importance of pre-kindergarten
interventions, the region is positioned as a leader of this economic
mobility work.
So, the work continues with deeper conviction and a sharper focus.
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.
To our partners in the healthcare, human service, civic and other
adjacent sectors, recognize that each of you holds keys—some small,
some large—to better lifetime outcomes for children. This work will
push you into unconventional, unfamiliar roles. Embrace them.
To the business community, this era of data-driven discovery needs
your sustained engagement and strategic insight. This is classic
Research & Development, and we need your leadership. Our youth
would also benefit from as many internships, mentorships, and
informational interviews as you can offer. Opportunity stems, in
part, from connections and networks. Be generous in creating and
sharing them.
And to our funders, be patient. The experts on economic mobility
are quick to admit how much they don’t know, and this work involves
trial and error. Keep us connected to the experts, and we will learn
with them.
As for us at ImpactTulsa, we commit to use our partners’ time and
resources productively, moving this work forward, and keeping racial
equity at forefront. This is among the most important work in the
region, and we are honored to share it 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
ImpactTulsaPO Box 4108 Tulsa Oklahoma [email protected]
www.impacttulsa.com
© ImpactTulsa 2019
ImpactTulsa
907 S. Detroit Ave., Suite 1100BTulsa, OK 74120
www.impacttulsa.com
© ImpactTulsa 2020
IMPACTTULSA LEADERSHIP COUNCIL 2019
IMPACTTULSA STAFF
Alison Anthony President and CEO, Tulsa Area United Way
Keith Ballard Professor, Educational Leadership and Policy Studies, OU-Tulsa
Stacey Butterfield Superintendent, Jenks Public Schools
GT Bynum* Mayor, City of Tulsa
Gerard Clancy President, The University of Tulsa
Bruce Dart Executive Director, Tulsa County Health Department
Adam Doverspike 2019 Chair, TYPros
Janet Dunlop Superintendent, Broken Arrow Public Schools
Jeff Dunn President, Mill Creek Lumber & Supply
Sherry Durkee Superintendent, Sand Springs Public Schools
Pamela Fry President, OSU-Tulsa
Deborah Gist Superintendent, Tulsa Public Schools
Leigh Goodson President and CEO, Tulsa Community College
David Greer Chief Program Officer, Project Lead the Way
Justin Harlan Executive Director, Reading Partners
Kirt Hartzler Superintendent, Union Public Schools
Kim Johnson CEO, Tulsa City-County Library
Karen Kiely Executive Director, Community Action Project
Ken Levit Executive Director, George Kaiser Family Foundation
Marla Mayberry Chief Operating Officer, Sweet Adelines International
Tom McKeon President Emeritus, Tulsa Community College
Marc Maun EVP - Chief Credit Officer, BOK Financial
Frank Murphy Executive Chairman, Genisys Controls
Mike Neal President and CEO, Tulsa Regional Chamber
Ray Owens Pastor, Metropolitan Baptist Church
Brian Paschal President and CEO, Foundation for Tulsa Schools
John Schumann President, OU-Tulsa
Stacy Schusterman Chairman, Samson Energy Company, LLC
Ben Stewart Program Officer, George Kaiser Family Foundation
Steve Tiger CEO and Superintendent, Tulsa Technology Center
Annie VanHanken Senior Program Officer, George Kaiser Family Foundation
Ricki Wimmer CEO, YMCA of Tulsa
Carlisha Williams Bradley, MPA Executive Director
Darla Liggins, M. Ed. Senior Director of Strategy & Operations
Jessica Smith, M.S. Ed. Senior Director of Education and Collaborative Action
Delia Kimbrel, M.A., Ph.D. Director of Research & Analysis
Laura Latta, M.Ed.; Ph.D. Director of Postsecondary Partnership & Research
Andrea Stacy Director of School District Support
Lauren Thiesse, MPA Director of Continuous Learning and Improvement
Dan Botting, MAE, MPP Senior Data Analyst
Curcio Smith Continuous Learning and Improvement Coordinator
Vanessa Dinh-Nguyen Administrative Assistant
SINCE OUR FOUNDING IN 2014, OUR WORK HAS BEEN MADE POSSIBLE BY THE GENEROUS SUPPORT OF:
*Leadership Council Chair, ImpactTulsa
FW MURPHYFamily Foundation
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