The Commit PartnershipOur Community’s Scorecard for 2018

190+ Organizations within umbrella partnership supported by ~28 FTE backbone staff and governed by board of major foundations and community/business leaders that identifies highest impact levers for community focus

Kindergarten Readiness

4th Grade Math

High School Graduation

Postsecondary Persistence

Algebra I

Pre-K Enrollment

3rd Grade Reading

8th Grade Science

College Readiness

Postsecondary Enrollment

Postsecondary Completion

The Commit Partnership: A Dedicated Backbone Providing Data, Leadership, and Staff Toward High Impact Work Streams

Early Childhood Educator Pipelines Postsecondary Access/Completion

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Executive Summary

• ~47,000 more students are reaching critical academic benchmarks

• 51% of all seats in 2018 were high quality (A or B campus)

• Only 3% of all seats are “Improvement Required”

• Pre-K enrollment grew by over 12%

• Academic success in math and science, as well as high school graduation, grew by over 5%

• 3rd grade reading grew by over 3%

• Gains in Pre-K enrollment, Algebra I, and College Readiness outpace the state

• Flat to slightly negative growth in postsecondary readiness, enrollment, persistence and completion, all of which are being addressed head on through the recent launch of the Dallas County Promise.

• Equity gaps are closing somewhat for populations based on income, race and gender but remain significant, especially when comparing achievement based on income or for white vs. black students.

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Early Matters Dallas

After an additional $229.9m was

allocated to the state of Texas, Early Matters Dallas (EMD)

and its advocacy partners lead efforts

to ensure the additional funding was

used to support greater economic

stability for quality child care centers.

In 2018-19, EMD piloted CLASS

within seven school districts and one

early education (0-5) provider. CLASS is a

classroom observation and coaching tool that

bolsters educator effectiveness,

reaching nearly 60% (~15,000)

Pre-K students in Dallas County.

Strides are being made towards

countywide full-day Pre-K with 9 of 14

Dallas County districts now

offering full-day programs and Richardson ISD

planning to fund an additional 594 seats

in 2019-20.

Early Matters Dallas has worked to support efforts across seven school districts in

identifying the effects of social-emotional learning (SEL) on

academic outcomes and support the development of

districtwide strategies.

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Best in Class Coalition

Best in Class now supports 10

districts in their efforts to launch

and implement the Accelerating

Campus Excellence (ACE) program, leading to a total reach over over

17,000 students.

To date, 17 outof the 18

‘Improvement Required’ ACE

schools have met standards, most seeing double digit gains in

student achievement.

Partner teacher preparation

programs saw at least 373 new applications submitted by TeachDFW.org

users, with 67% of candidates identifying as

people of color.

For the teacher prep programs we

worked most closely with,

TeachDFW users were 40% more

likely to complete an application that they started

than non-TeachDFWusers.

67%

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Dallas County Promise

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2018 Dallas County Community Scorecard

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The % of 3- and 4-year-olds Enrolled in Pre-K has Increasedby 12% in Dallas County Since 2012 and Now Exceeds State

Source: TEA TPEIR 2012-2018 reports

Pre-K Enrollment (percentage of eligible 3 and 4 year olds who enroll)

Pre-K Enrollment

36% 38% 37% 37% 38%43%

47%42%

42% 41% 40% 40%43% 45%

0%

20%

40%

60%

2012 2013 2014 2015 2016 2017 2018

Dallas County Statewide

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51%57%

25%36%

12 13 14 15 16 17 18

57%65%

27%

39%

23%31%

12 13 14 15 16 17 18

37%47%

18%29%

12 13 14 15 16 17 18

Over the Past Seven Years, Achievement Gaps by Income, Race, and Language Have Been Steadily Closing in Dallas County

Income-Based Gap26% 21% Hispanic-White Gap30% 26% Language-Based Gap19% 18%

Black-White Gap34% 34%

Source: TEA STAAR 2012-2018 reports

STAAR All Grades, All Subjects “Meets Grade Level” Rates by Demographic, 2012-2018

Income Race Language

Non-EcoDis

EcoDis

White

Hispanic

Black

Non-LEP

LEP

STAAR All Grades & Subjects

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Achievement Gaps by Income, Race and Language in 3rd Grade Reading Have Narrowed Except for African American Students

57% 55%

28% 32%

12 13 14 15 16 17 18

Income-Based Gap29% 23%

58% 61%

30%36%

27% 26%

12 13 14 15 16 17 18

39% 40%

28%34%

12 13 14 15 16 17 18

Hispanic-White Gap28% 25% Language-Based Gap11% 6%

Black-White Gap31% 35%

Source: TEA STAAR 2012-2018 reports

STAAR 3rd Grade “Meets Grade Level” Rates by Demographic, 2012-2018

Income Race Language

Non-EcoDis

EcoDis

White

Hispanic

Black

Non-LEP

LEP

STAAR 3rd Grade Reading

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Achievement Gaps by Income, Race and Language in4th Grade Math Have Narrowed But Remain Significant

44%

58%

22%

38%

12 13 14 15 16 17 18

Income-Based Gap22% 20%

47%

64%

24%

42%

16%

29%

12 13 14 15 16 17 18

29%

44%

21%

40%

12 13 14 15 16 17 18

Hispanic-White Gap23% 22% Language-Based Gap8% 4%

Black-White Gap31% 35%

Source: TEA STAAR 2012-2018 reports

STAAR 4th Grade “Meets Grade Level” Rates by Demographic, 2012-2018

Income Race Language

Non-EcoDis

EcoDis

White

Hispanic

Black

Non-LEP

LEP

STAAR 4th Grade Math

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Achievement Gaps in 8th Grade Science Exist in Dallas County by Income, Race, and Language Proficiency

48%

60%

21%

37%

12 13 14 15 16 17 18

Income-Based Gap27% 23%

58%69%

23%

40%

19%32%

12 13 14 15 16 17 18

34%

49%

5%

25%

12 13 14 15 16 17 18

Hispanic-White Gap35% 29% Language-Based Gap29% 24%

Black-White Gap39% 37%

Source: TEA STAAR 2012-2018 reports

STAAR 8th Grade “Meets Grade Level” Rates by Demographic, 2012-2018

Income Race Language

Non-EcoDis

EcoDis

White

Hispanic

Black

Non-LEP

LEP

STAAR 8th Grade Science

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College Readiness