Presentation to the Albuquerque Hispano Chamber of Commerce October 14, 2013
What is Mission: Graduate ? Mission: Graduate is a cradle-to-career education partnership in Central New Mexico, which includes the counties of Bernalillo, Sandoval, Torrance, and Valencia. • These four counties are home to 218,422 children under 18 years of age , or 42% of all children and youth living in New Mexico in 2010. • The region is also home to 887,077 people of all age groups , which is about 43% of New Mexico’s total population . In January 2013, a group of our community’s top leaders signed the Central New Mexico Education Compact , which articulates a vision, goal, and key objectives for the partnership. 2
The Central New Mexico Education Compact • Vision: A world-class, seamless, and coordinated education system that provides equitable opportunities for all children and youth to excel and succeed in school, graduate with a postsecondary degree, and enter a career of their choosing in Central New Mexico. • Goal: To add 60,000 new postsecondary credentials and degrees to Central New Mexico by 2020. • Objectives: 1. Eliminate the achievement gaps that perpetuate inequitable educational outcomes throughout the educational continuum, from pre-school through college 2. Increase high school graduation rates 3. Increase college and university enrollment 4. Increase college and university graduation rates 5. Align these education objectives with local and regional efforts to recruit and cultivate the growth of new businesses and entrepreneurs to ensure that all graduates have bountiful opportunities for gainful employment 3
Signatories to the Central New Mexico Education Compact • • Kathie Winograd , President, CNM Del Esparza , President, Esparza (Co-Chair, Mission: Graduate ) Advertising • • Jim Hinton , President & CEO, Robert G. Frank , President, The Presbyterian Healthcare Services University of New Mexico (Co-Chair, Mission: Graduate ) • Maggie Hart Stebbins , Chair, • Sherry Allison , President, SIPI Bernalillo County Commission • • Del Archuleta , President & CEO, James Jimenez , Community Molzen-Corbin & Associates Volunteer • • Richard J. Berry , Mayor, City of Natasha Martell , Education Albuquerque Manager, Intel Corporation • • Winston Brooks , Superintendent, Donald Power , Chairman & CEO, Albuquerque Public Schools Jaynes Corporation • • V. Sue Cleveland , Superintendent, Ed Rivera , President & CEO, United Rio Rancho Public Schools Way of Central New Mexico • • Pat Collawn , Chairman, President, Kent Walz , Editor, Albuquerque & CEO, PNM Resources Journal 4
60,000 New Degrees is Not Just a Goal; It’s a Mission 5
Why 60,000 Degrees? 2020 Projected 2020 Projected Population, Population, Ages 25-64: Ages 25-64: 2010 Actual Population, No Change in Degree Increase in Degree Ages 25-64 Attainment Rate 600000 Attainment Rate to 50% 506775 506775 500000 459850 192,977 ÷ 253,387 ÷ 174,651 ÷ 459,850 = 506,775 = 506,775 = 400000 38% 38% 50% 300000 253387 253,387 - 192977 200000 174651 192,977 = We will add 60,410 new 18,326 degrees degrees from 100000 from pop. increasing change alone attainment rate 0 Total Population, All Associate's Degree or Total Population, All Associate's Degree or Total Population, All Associate's Degree or Levels of Attainment Higher Levels of Attainment Higher Levels of Attainment Higher Source: U.S. Census, American Community Survey 2010, 5-Year Estimates. The data represent the four counties in Central NM. 6
How Do We Currently Compare to Other Communities? Percentage of the Population, 25-64 Years of Age, With an Associate's Degree or Higher San Jose-Sunnyvale-Santa Clara, CA Metro Area 54.3% Raleigh-Cary, NC Metro Area 52.5% Seattle-Tacoma-Bellevue, WA Metro Area 48.1% Austin-Round Rock-San Marcos, TX Metro Area 47.3% Denver-Aurora-Broomfield, CO Metro Area 47.0% Colorado Springs, CO Metro Area 46.1% Portland-Vancouver-Hillsboro, OR-WA Metro Area 43.6% Salt Lake City, UT Metro Area 40.3% Albuquerque, NM Metro Area 38.0% Phoenix-Mesa-Glendale, AZ Metro Area 37.7% Oklahoma City, OK Metro Area 35.4% San Antonio-New Braunfels, TX Metro Area 33.8% Las Vegas-Paradise, NV Metro Area 29.6% El Paso, TX Metro Area 27.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Source: U.S. Census, American Community Survey 2010, 5-Year Estimates. 7
Educational Attainment in Central New Mexico Working-Age Adults, 25-64, By County 100% Less than 12th 7.7% 12.5% 12.7% grade, no 17.6% 90% 20.7% diploma 80% High school 27.5% diploma, GED, 23.4% 24.7% or alternative 70% 29.4% credential 32.6% Some college, 60% no degree 24.1% 26.5% 50% 24.8% Associate's degree 40% 27.9% 7.5% 24.7% 7.9% 9.8% 30% Bachelor's degree 18.2% 17.5% 7.9% 20% 18.2% 8.2% 11.5% Graduate or 10% 10.4% 14.0% 12.6% professional 10.3% 5.7% 3.4% degree 0% Four Counties Bernalillo Sandoval Torrance Valencia Source: U.S. Census, American Community Survey 2010, 5-Year Estimates 8
Educational Attainment in Central New Mexico, Adults 25 and Over, By Race and Ethnicity 100% 4.5% 6.4% Less than 12th grade, 15.9% 16.5% 90% no diploma 24.6% 20.2% 25.7% 80% 15.2% 70% 31.2% High school diploma, 26.2% GED, or alternative 60% 17.1% 31.1% credential 31.4% 50% Some college, no 40% 27.8% degree 23.0% 30% 51.8% 49.1% 20% 36.5% Associate's, 24.6% 21.4% 10% bachelor's, or graduate degree 0% White, Not Hispanic American Indian African American Asian American Hispanic Source: U.S. Census, American Community Survey 2010, 3-Year Estimates. Note: Data for working-age adults, 25-64, were unavailable. As a result, these data probably slightly underestimate educational attainment rates because the rate of higher educational attainment is generally lower for older Americans. 9
Our Guiding Question How can we build upon existing assets to align and coordinate services to keep kids in school – happy, healthy, and ready to succeed? 10
It’s time to move from t his… 11
…to a results -oriented framework with our children and youth Student Success Roadmap at the center of every decision we make. Outcome Indicators: 1A. Kindergarten readiness 1B. 3 rd grade literacy Outcome Indicators: 1C. 8 th grade math 2A. College enrollment proficiency 2B. College retention 1D. High school graduation 2C. Certificate or degree attainment Outcome Indicator: 3A. Employment in a high- wage job in Bernalillo, Outcome Indicator: Sandoval, Torrance, or 4A. Opportunity gap Valencia County 12
Mission: Graduate is Rooted in the Principles of Collective Impact Preconditions The Five Conditions • • Influential champions who command the Common agenda: shared vision, common respect of and can bring together cross- understanding of the problem, and a joint sector leaders in the community. approach. • • Adequate financial resources to sustain Shared measurement: measuring results the collective impact initiative for at least on a regular basis for accountability and the first two years. In many cases, an continuous improvement. anchor funder is involved in the startup. • Mutually reinforcing activities: • The urgency for change around an issue coordinated, but differentiated activities or a set of issues. among participants. • Continuous communication: consistent and open communication to build trust, assure mutual objectives, and create common motivation. • Backbone support: separate organizations to coordinate the overall initiative and the participating organizations. Source: Hanleybrown, Kania , & Kramer. 2012. “Channeling Change: Making Collective Impact Work.” Stanford Social Innovation Review . Habitual Truancy in High School, 2011-2012 13
Backbone Support Structure Mission: Graduate is a community partnership that receives backbone support from the following organizations. • United Way of Central New Mexico (UWCNM) serves as the lead backbone organization for the initiative. UWCNM is now part of a national “learning cohort” of United Way organizations in 12 communities that are receiving technical assistance from the Strive Cradle-to-Career Network and United Way Worldwide. • The UNM Center for Education Policy Research serves as the data manager and convener of our community-wide data committee. • The UNM Network for Educational Renewal is helping to coordinate our community engagement efforts. These organizations are not directing the work of the partners, but are working to help the partners chart a common vision, use data more effectively, communicate regularly, and develop a set of mutually reinforcing activities for collaborative action. 14
Why This Effort Is Different • This is a focused effort with audacious, yet achievable, goals . • We are using data intentionally for the purposes of: – Creating a sense of urgency; – Identifying needs, assets, and gaps; – Developing and aligning activities around common indicators; – Setting priorities; – Facilitating continuous improvement; and – Measuring impact. • The initiative spans the cradle-to-career continuum , with the focus on students and their families versus the search for a single solution. • We are starting from a position of strength. There are many local efforts already underway , both within our educational institutions and in the community. 15
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