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LEADERSHIP AGENDA

Operational Scan

ECONOMIC INDICATORS

DEPARTMENT PERFORMANCE

DEPARTMENT PERFORMANCE

Education

Ryan Wise, Director

Mission Statement:
Mission is to champion excellence for all Iowa students through leadership and service.

Measures:
Iowa 4th graders proficient in reading
Iowa 8th graders proficient in math
Iowa 11th graders proficient in math
High school graduation rate by all students and by race/ethnicity

iJAG graduation rate

MORE DEPARTMENT PERFORMANCE

  • Download PDF document Performance Plan - How we measure our progress

  • Download PDF document Strategic Plan - How we plan for progress

  • Download PDF document Performance Report - How we report our progress

  • Department Home Page - Learn more about this department

Highlighted Measure:

Percentage of Iowa 4th graders performing at or above the proficient level using ITP (Iowa Testing Programs (test results or the results from the IAA (Iowa Alternative Assessment).

Data Source: Iowa Department of Education, AYP file.

The data include the ITP (Iowa Testing Programs) test results and the results from the IAA.

 

Updated 12/22/2016




GRAPH - Iowa 4th grade reading proficiency

NOTE: The assessment results reflect a shift to the new Iowa Assessments, which students in grades 3 through 8 and 11 took during the 2011-12 school year. The new assessments are aligned to the Iowa Core, which is important because state assessments should reflect a clear set of standards and expectations for what students should learn in schools across the state.

Why this is important:
A student designated as proficient can, at a minimum, do the following: usually understand factual information and new words in context; usually is able to make inferences and interpret either nonliteral language or information in new contexts; and often can determine a selection's main idea and analyze its style and structure.


What we're doing about this:
The education reform legislation that was proposed by the Governor in 2012, and the legislation ultimately passed by the General Assembly, placed a heavy emphasis on the importance of early childhood literacy. The State Board of Education was directed to adopt rules related to assessing reading proficiency and adopt standards to assure that students have the foundation to master grade four level reading skills prior to promotion to grade four. If students exhibit a substantial deficiency in reading, school districts must provide intensive reading instruction until the deficiency is remedied. The Director is required to esablish an Iowa Reading Research Center that will initially focus on grade kindergarten through grade three. Two million dollars was appropriated for the establishment of the Center.

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Highlighted Measure:

Percentage of Iowa 8th graders performing at or above the proficient level using ITP (Iowa Testing Programs) test results or the results from the IAA (Iowa Alternative Assessment).

Data Source: Iowa Department of Education

 

Updated 12/22/2016

GRAPH - Iowa 8th grade math proficiency

NOTE: The assessment results reflect a shift to the new Iowa Assessments, which students in grades 3 through 8 and 11 took during the 2011-12 school year. The new assessments are aligned to the Iowa Core, which is important because state assessments should reflect a clear set of standards and expectations for what students should learn in schools across the state.

Why this is important:
A student designated as proficient can, at a minimum, usually understand math concepts, solve simple and complex word problems; sometimes use estimation methods, and can usually interpret data from graphs and tables.


What we're doing about this:
The Department is implementing a three pronged approach designed to increase student performance in Iowa. The Department is focusing its efforts on quality educators, standards and curriculum, and customizing instruction. The Iowa Core raises standards for math, and the Department of Education is working with the AEAs to develop support for improved and customized instruction.

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Highlighted Measure:

Percentage of Iowa 11th graders performing at or above the proficient level using ITP (Iowa Testing Programs) test results or the results from the IAA (Iowa Alternative Assessment).

Data Source: Iowa Department of Education

 

Updated 12/22/2016



GRAPH - Iowa 11th Graders at or Above the Proficient Level on the ITBS Math Test

NOTE: The assessment results reflect a shift to the new Iowa Assessments, which students in grades 3 through 8 and 11 took during the 2011-12 school year. The new assessments are aligned to the Iowa Core, which is important because state assessments should reflect a clear set of standards and expectations for what students should learn in schools across the state.

Why this is important:
Percentage of 11th graders who are proficient in math provides some information about whether students are ready for postsecondary work. Students designated as proficient can, at a minimum, do the following: sometimes apply math concepts and procedures, make inferences with quantitative information, and solve a variety of quantitative reasoning problems.


What we're doing about this:
The Department i simplementing a three-pronged approach designed to increase student performance in Iowa. The Department is focusing its efforts on quality educators, standards and curriculum, and customizing instruction. The Iowa Core raises standards for math, and the Department of Education is partnering with the AEAs to develop a statewide network of support for improved and customized instruction.

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Highlighted Measure:

Iowa Public High School NGA Graduation Rates - for all students and by subgroup (percentage of students completing high school in four years).

Data Source: Iowa Department of Education

NGA=National Governor's Association

Updated 12/22/2016

 










Highlighted Measure:

Percentage of students who graduate from high school in four years compared with the percentage of students who take five years to complete high school.

Data Source: Iowa Department of Education

Updated 12/22/2016

GRAPH - High School graduation rate

Note: The race and ethnicity of Iowa students was collected in a new manner beginning in 2009-2010. Iowa made this change in accordance with federal government requirements. In the fall of 2009, Iowa school districts re-identified all students according to a new race and ethnicity coding. The Iowa Department of Education changed race and ethnicity code standards to reflect population changes over the years. The new standards are consistent with Census data and other national data sets, align with other agencies already using the new standards (such as health agencies), and are required for federal education eligibility and reporting such as No Child Left Behind and Individuals with Disabilities Education Act.

 

GRAPH - High School graduation rate by race

Why this is important:
This is the fourth year that the Iowa Department of Education is using a cohort graduation rate formula. A cohort formula requires a state to assign each student a unique state identification number. In Iowa, school districts have used student identification numbers since 2004. This allows school districts to keep careful accounting of each ninth grader as he or she progresses through high school. This also helps determine when students graduate, even if they have moved to a different school district in the state during their high school career.

Although the NGA graduation rate is based on students who complete high school in four years, the Iowa Department of Education also calculates extended year graduation rates for students who take five years to complete high school.

What we're doing about this:
All efforts designed to increase student achievement contribute to the goal of increasing graduation rates. The Iowa Department of Education and Iowa Area Education Agencies are building a systematic partnership to better serve the education needs of Iowa's children. This partnership, called Collaborating for Iowa Kids, will focus on a number of strategies including Response to Intervention (RTI). RTI is a program designed to identify struggling students early in order to customize instruction and provide additional supports before they get too far behind.

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Highlighted Measure:

"iJAG" (Iowa-Jobs for America's Graduates) graduation rate.

Data Source: Department of Education, Iowa Jobs for America's Graduates ("iJAG") program statistics

Updated 02/06/2017



Remioving Barriers for Education

Why this is important:
Iowa Jobs for America's Graduates (iJAG) believes that every student, regardless of the barriers in their path, can graduate from high school and achieve success in continued education and a career. iJAG provides the advocacy, guidance, career planning, and personal support needed to accomplish this goal and remains the most cost-effective and proven solution for dropout prevention and producing a future ready workforce in Iowa.

The mission of iJAG is to provide programs statewide for the growing number of students who exhibit multiple barriers to success in school and life. Our students usually have had many adverse childhood experiences that lead to challenges including motivation, focus and engagement. The program commits to working with each student every day through classroom and community/business engagement, to assure they are on track to graduate from high school and successfully transition into continued education and/or a career. iJAG continues support for the students for 12 months following graduation. The iJAG program has an 18 year record of success in unlocking student potential, leading each iJAG student to graduation, post-secondary education, a successful career, and life-long learning. Performance data indicates the program model has been effective at reducing dropout rates, improving attendance, increasing student GPS, improving graduation rates, and successfully transitioning students beyond high school. In a word, iJAG brings hope to students.


What we're doing about this:
Positive outcomes for 2015-2016 include:

  • 95% of iJAG students graduate from high school as compared to a statewide average of 73% of their like peers.
  • As of one year following gradution, 90% of the iJAG Class of 2016 seniors were employed, enrolled in postsecondary education, had entered the military or some combination thereof.
  • Service Learning is part of the iJAG curriculum. All students are required to provide 15 hours of community service each year. During 2015-2016, iJAG students across Iowa contributed nearly 16,000 hours in community service. If paid minimum wage, this contribution represents a monetary value of more than $116,000 invested in communities across Iowa.
  • The iJAG program provides instruction through project-based learning opportunities that engage students in classroom instruction as well as work-based learning opportunities. These hands-on experiences prepare students for postsecondary education that leads to a career after high school graduation and for entrance into meaningful careers. iJAG has four types of program applications in operation:
    1. High School Model: The primary objective is to keep participants in high school through graduation and improve the rate of success in achieving education and career goals. This model is currently offered at 32 high schools.
    2. iJAG Middle School Model: The primary objective is to significantly increase the number of low-income students who are prepared to enter and succeed in postsecondary education. This model is currently operating in three school districts and leads into the iJAG multi-year program.
    3. Alternative School Model: The primary objective is attainment of graduation requirement or GED and the attainment of occupational related skills. This model is currently being offered at the Ottumwa Accelerated Career Academy and Bettendorf Edison Academy.
 

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