7 COMMUNITY GOALS

Goal 1: Early Care & Education

Goal 1: Early Care & Education

Children have access to quality, affordable early care and education.


We see our children having quality, early learning experiences.


Early learning is key to language and social development and can impact later learning in school and life. While 56% of working parents seek early care and education, today only 47% of working families have access. We need more quality early care and education spaces and solutions for affordability.

Outcomes

Access to licensed care full or part time; Working parents of children 0-4 years old

Access to preschool or early learning; Children ages 3-4
41%
Programs rated high quality - To Be Defined
Indicators
Programs engaged in a quality program - Under Development
Equity Indicators
Subsidized child care spots - Under Development
Goal 2: Kinder-Ready

Goal 2: Kinder-Ready

Children are prepared for kindergarten.


We see our children going to school ready.


Today 25% of children are socially and emotionally ready for kindergarten. Many factors contribute to this, including quality early learning, families reading to their children daily, mothers getting prenatal care and the education levels of the child’s mother.

Outcomes

Social and emotional readiness for kindergarten
2015-2016: 2% increase
23%
25%

Indicators

Prenatal care
26%
Parents reading daily to their child
52%
Parents reading daily to their child
2015-2016: 2% decrease
50%

Equity Indicators

Mother's education less than HS Grad
36%
Goal 3: Language & Literacy

Goal 3: Language & Literacy

Children read and write on grade-level in elementary school.


We see all children reading and writing on grade level.


Today 48% of English Speakers can read and write on grade level by the end of 3rd grade. 58% of kindergartners enter as English Learners and enter a 5 year plan to gain English proficiency. 55% of English learners are re-designated as fluent by 5th grade, however only 10% of English Learners can read and write on grade level in 5th grade, as they transition into middle school.

Outcomes

English Speakers read/write on grade level – 3rd grade | VIEW SOURCE
2015-2016: 8% increase
40%
8%
English Learners read/write on grade level – 5th grade | VIEW SOURCE
2015-2016: 3% increase
7%
10%
Fluent, English Learners read/write on grade level by 5th grade
2015-2016: 7% increase
48%
55%

Indicators

Grade level reading, English Learner - 3rd Grade
9%
Grade level reading, English Learner - 4th Grade
7%
Equity Indicators
3rd Grade English Met/Exceed Standard - Economic
15%
3rd Grade English Met/Exceed Standard - English Learner
9%
3rd Grade English Met/Exceed Standard - Black
18%
3rd Grade English Met/Exceed Standard - Asian
54%
3rd Grade English Met/Exceed Standard - Hispanic
16%
3rd Grade English Met/Exceed Standard - White
55%
3rd Grade English Met/Exceed Standard - Female
27%
3rd Grade English Met/Exceed Standard - Male
19%
3rd Grade English Met/Exceed Standard - Learning Disability
8%
Goal 4: Critical Thinking

Goal 4: Critical Thinking

Middle school students collaborate to solve real world problems by applying critical thinking, math and technology.


We see teens able to solve the challenges of our community.


Today 38% of 8th graders are on grade level for English, including using listening skills, research and inquiry. Today 24% of 8th graders are on grade level in Mathematics, including using math concepts and procedures, problem solving and reasoning.

Outcomes

8th grade Math (Problem solving, data & research) | VIEW SOURCE
2015-2016: 1% increase
23%
24%
8th grade English (Listen, speak & research/inquire) | VIEW SOURCE
2015-2016: 1% increase
37%
38%

Indicators

CAASPP all students - 3rd grade English
23%
CAASPP all students - 3rd grade Math
25%

CAASPP all students - 5th grade English
33%
CAASPP all students - 5th grade math
20%
Equity Indicators
8th Grade English Met/Exceed Standard - Economic
28%
8th Grade English Met/Exceed Standard - English Learner
4%
8th Grade English Met/Exceed Standard - Black
39%
8th Grade English Met/Exceed Standard - Asian
64%
8th Grade English Met/Exceed Standard - Hispanic
30%
8th Grade English Met/Exceed Standard - White
63%
8th Grade English Met/Exceed Standard - Female
42%
8th Grade English Met/Exceed Standard - Male
31%
8th Grade English Met/Exceed Standard - Learning Disability
4%
Goal 5: Youth Connectedness

Goal 5: Youth Connectedness

Youth experience caring relationships, high expectations and meaningful engagements.


We see teens connected to the community in positive ways.


Today 52% of 7th graders report feeling connected to their school and community, including experiencing caring relationships, meaningful engagement and feeling challenged. 53% of youth participate in out-of-school group activities. As we seek to increase these outcomes, we monitor decreases in risky behavior such as binge drinking, incidents of bulling, gang involvement and births to teen mothers.

Outcomes

Youth engagement and connectedness – 7th grade | VIEW SOURCE
2015-2016: 8% increase
44%
52%

Indicators

5th grade school connectedness
55%
7th grade youth feel safe at school
2015-2016: 6% increase
58%
64%

Equity Indicators

Connectedness - 7th Grade - Black
26%
Connectedness - 7th Grade - Asian
32%
Connectedness - 7th Grade - Hispanic
44%
Connectedness - 7th Grade - White
47%
Connectedness - 7th Grade - Female
42%
Connectedness - 7th Grade - Male
31%

Monitored Indicators for Youth Connectedness

Goal 6: College/Training Ready

Goal 6: College/Training Ready

High school grads are prepared for college or job training and are supported to pursue their career aspirations.


We see teens ready to learn beyond high school.


93% of our high school juniors aspire to earn a college degree, yet today only 34% of high school students complete the classes required to apply to college (“A-G courses”) and 34% complete the FAFSA on time to get full financial aid. Of the students who apply to college, 23% of Hartnell students, 26% of students at MPC and 23% of students at CSUMB place directly into college level classes. The other students require some form of class remediation.

Outcomes

High school students complete college prep classes (A-G) | VIEW SOURCE
2015-2016: 1% increase
33%
34%
FAFSA
2015-2016: 3% decrease
34%
Place into college courses - Hartnell
23%
Place into college courses - MPC
26%
Place into college courses - CSUMB
23%

Indicators

4 Years English - - Under Development
3 Years Math - - Under Development
2 Years Science - - Under Development
2 Years Foreign Language - - Under Development
1 Year of Art - - Under Development
Ready in English
14%
Ready in Math
5%

Equity Indicators

11th Grade English Met/Exceed Standard - Economic
40%
11th Grade English Met/Exceed Standard - English Learner
5%
11th Grade English Met/Exceed Standard - Black
46%
11th Grade English Met/Exceed Standard - Asian
74%
11th Grade English Met/Exceed Standard - Hispanic
40%
11th Grade English Met/Exceed Standard - White
67%
11th Grade English Met/Exceed Standard - Female
52%
11th Grade English Met/Exceed Standard - Male
42%
11th Grade English Met/Exceed Standard - Learning Disability
8%
Goal 7: Career Pathway

Goal 7: Career Pathways

Young adults complete a career pathway, program or degree that qualifies them to enter a promising career.


We see young adults ready for promising careers.


Of the students who graduate from high school, approximately 30% complete a post high school career credential of some type, including earning a certificate or college degree, completing a job training program or entering the military.

Outcomes

High school graduates complete a career path, degree or certificate (est.)
30%
Indicators
Master's Degree - Under Development
Bachelor's Degree - Under Development
A.A. Degree - Under Development
Military career - Under Development
Other - Under Development