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5 6 13 Work Session_Schools, Neighborhoods, Students PresenationSchools, Neighborhoods, and Student Outcomes The Intersection of Education and Community Development in Dubuque, Iowa Chris Bjornstad, Kayleigh Karlovits Travis Kraus, Kwame Owusu - Daaku, Stephanie Schrader, Pe ; Shoemaker City of Dubuque "Sustainable Dubuque is a community that values education, empowerment and engagement to achieve economic prosperity, environmental integrity and social /cultural vibrancy." 3rd Grade Reading Initiative .. L:. 'P o ! a` II ... c x era_ rr eL;e j � , � F .• "The campaign focuses on the most important predictor of school success and high school graduation: grade -level reading by the end of third grade." A FRAMEWORK FOR UNDERSTANDING SCHOOLS & COMMUNITY DEVELOPMENT * What are the challenges How do schools affect Our neighborhoods? * How do neighborhoods affect our schools? * What can we do? i 3rd Grade Reading Proficiency 46% - 000/ 0% 4 100% Free & Reduced Lunch Rates 19% - 85% • .. ..... • • • • • 0% "Tipping Paint" 100% Key Findings * Downtown schools • Each over 60% FRL • Highest mobility • Sharp increases in enrollments of minority students • Declines in enrollments of white students • Open enrollment policies reduce enrollment in downtown schools by more than 10% * FRL strongly predicts 3rd Grade Reading Proficiency at the building level Key Findings * Data is consistent with "tipping point" theory 3rd Grade Reading Proficiency by Socioeconomic Status In Schools with FRL above 50% In Schools with FRL below 50% Low-SES Students at Proficiency 52.4% 71.9% Non -Low SES Students 76.1% 85.0% at Proficiency HOW DO NEIGHBORHOODS AFFECT OUR SCHOOLS? * Enrollment determined by geographic catchment areas * Neighborhoods cluster together similar housing types and values * Neighborhood schools reflect the predominant characteristics of the neighborhood HOW DO SCHOOLS AFFECT OUR NEIGHBORHOODS? Schools provide amenities to the neighborhood, such as parks and open space Neighborhood schools as community centers and neighborhood "anchors" Schools affect home - buying decisions WHAT CAN WE DO? Develop a sustainable decision- making process. * Tools and Applications * Preliminary application has been successful! Application Survey Community Input Focus Group Community Input Hedonic Model Effects on Housing Production Function Effects on Student Outcomes GIS Spatial Analysis 10 Policy Intervention: Grade Reconfiguration 11 GRADES K -2 K-2 Eligible for FRL in combined schools ( %) GRADES 3 -5 3-5 Eligible for FRL in combined schools ( %) Paired Schools 2012 -2013 FRL ( %) I Distance between paired schools Kennedy 19.3 40.67 39.06 3.7 miles Fulton 83.4 11 Goals: • Balance FRL Across Elementary Schools • Keep all Schools Open 12 Number of Schools above 50% FRL "tipping p oint" 40% to 50% FRL llllll� 30% to 40% FRL 20% to 30% FRL below 20% FRL range before grade reconfiguration 5 0 3 4 1 19.3 - 84.9 (65.6 points) after grade reconfiguration 0 8 4 1 0 27.0 - 48.8 (21.8 points) 12 3rd Grade Reading Proficiency ( %) 100 90 80 70 60 50 40 30 20 3rd Grade Reading Proficiency by Elementary School from 2006 -2007 to 2010 -2011 ♦ •Z ♦ • t • t Z s • • • • • $ t • • • • • • * + 2005 2006 2007 2008 School Year 2009 2010 2011 • Elementary Schools 3rd Grade Reading Proficiency ( %) 100 90 80 70 60 50 40 30 20 Predicted 3rd Grade Reading Proficiency by Elementary School Under Hypothetical Recongifugraiton Policy 2005 2006 2007 2008 School Year 2009 2010 2011 Elementary Schools • • • • • 2005 2006 2007 2008 School Year 2009 2010 2011 Elementary Schools $20 $15 - $15 - $20 Estimated Changes in Home Values For Catchment Areas Net Increase 700k Irving Eisenhower Carver Kennedy Bryant Hoover Marshall Audubon Lincoln Fulton Elementary Schools • Change in Home Values in Catchment Area 15 Collaboration "A true COMMUNITY PARTNERSHIP $ recognizes schools as an integral part of the town, city, and state, and it involves all members of the community who have a vested interest in the schools. Whether financial, political, social, or educational, these interests should be recognized and addressed ". - Council of Educational Facility Planners International I�JJJ�� Lilt Pnrd its give Dubuque the opportunity to continue to be recognized as a national leader in addressing challenges in education. Commitment to Education in Dubuque 4 Existin commitments and collaborative effo Thank You! 20 Appendix 21 % Non -White by Dubuque Elementary School ••,/ .••••• / 10 Audubon Bryant Carver Eisenhower Fulton Hoover Irving Kenned. • • Lincoln Marshall —° Prescott Sage: ille Table Mound n •• for .••••• 01 0� Oa 0� 0(O 01 0� 00 ti0 1, ,LO y0 , 1. 1, ti0 1, 0 L O ti 'L0') 'L00� 'LOC) .L0h ,L 6`) O 'L001 Q0� 000 0ti0 01~ Enrollment by Race in Prescott, Audubon, Lincoln, and Fulton Elementary Schools 1,400 1,300 1,200 1,100 1,000 900 800 700 600 500 400 300 Total Enrollment —White Students Non -White Students 200 L 100 - 061, O°' O� O °h 000 O°� O� 19 19 O,y° Otiy O,cv orsi 23 Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 Highest % Minority2 PRESCOTT 56% I FULTON 40% LINCOLN 39% AUDUBON 36% HOOVER 16% IRVING 12% EISENHOWER 10% BRYANT 8% MARSHALL 7% CARVER 6% KENNEDY 6% TABLE MOUND 5% SAGEVILLE 3% Highest % Poverty3 Highest % Free and Reduced Lunch2 PRESCOTT 90% PRESCOTT 90% AUDUBON 88% AUDUBON 87% FULTON 87% FULTON 86% LINCOLN 77% LINCOLN 75% MARSHALL 62% IRVING 38% BRYANT 33% HOOVER 30% TABLE MOUND 29% EISENHOWER 27% CARVER 25% SAGEVILLE 23% MARSHALL 63% IRVING 38% BRYANT 33% HOOVER 30% TABLE MOUND 30% EISENHOWER 28% CARVER 26% SAGEVILLE 22% ENNEDY 22% KENNEDY 20% Highest % Mobility' AUDUBON 25% FULTON 25% LINCOLN 24% PRESCOTT 18% IRVING 9% Lowest 4th Grade Reading Proficiency' FULTON 68% MARSHALL 68% AUDUBON 73% MARSHALL 9% HOOVER 77% BRYANT 8% TABLE MOUND 77% EISENHOWER 8% SAGEVILLE 83% HOOVER 8% KENNEDY 85% CARVER 6% CARVER 86% TABLE MOUND 5% EISENHOWER 88% KENNEDY 2% IRVING 89% SAGEVILLE N/A BRYANT 89% 2009 -2010 sc oo year is used due to da z Source: Iowa Department of Education Source: DCSD Annual Report of Progress 2009 -2010 ity. Current data is not yet aval a • e for a varia Percent of Non -White Residents by 2010 Census Tract % Non -White 0.2 - 2.5 2.6 - 5.0 5.1 - 10.0 10.1 - 20.0 20.1 - 30.0 Percent of Households with No Vehicle Available by 2010 Census Tract 0.0 - 5.0 5.1 - 10.0 10.1 - 20.0 20.1 - 30.0 30.1 - 40.0 • Sageville Carver ►J Bryant Table Mound v 0 1 2 P tiles Implicit Value of Elementary School ($) $60,000.00 $50,000.00 $40,000.00 $30,000.00 $20,000 00 $10,000.00 $- Implicit Value of Elementary Schools Compared to Percentage of Students Eligble for Free and Reduced Lunch 90.00 Percentage of Students Eligbile for FRL (%) Implicit Value of an Elementary School --M—% of FRL in an Elementary School 27 Median Household Income ($) less than S20,000 $20,000 - $35,000 $35,001 - $50,000 $50,001 - $65,000 $65,001 - $80,000 Median Household Income By 2010 Census Tract Sageville Eisenhower Marshall • Fulton Audubon In. Prescott i I� Lincoln TH7 A 0 0.5 1 -' Miles Bryant Percent of Residents with Income Below Poverty Level by 2010 Census Tract SagevilleJ Carver Eisenhower r Kennedy `Hoover 1 Table Mound N A 0 1 2 Miles Why should planners care about schools? Ethics "We shall seek social justice by working to expand choice and opportunity for all persons, recognizing a special responsibility to plan for the needs of the disadvantaged and to promote racial and economic integration." -AICP Code of Ethics Given our planning ethics to expand opportunities and integrate, we have provided an illustrative example of the implications of Grade Reconfiguration Policy Open Enrollment 44 of Students 180 160 140 120 100 80 60 40 20 0 Students Leaving and Entering Downtown Schools (Audubon, Fulton, Lincoln, Marshall, and Prescott) through Open Enrollment 2008 -2009 2009 -2010 2010 -2011 2011 -2012 2012 -2013 Academic Year Leaving Downtown Schools Ente ring Downtown Schools Open Enrollment SI NA Status of Destination School for Students Enrolling Out of Title I S I NA Schools daring the 2012-2013 Academic Year i 39% To Non-SINA To SINA To Title I SINA