THE PROJECT The Condition of Education in the Commonwealth project is one way the Rennie Center fulfills its mission of producing non-partisan, high-quality, independent research that promotes improvement in public education for all Massachusetts children.  PROJECT PRINCIPLES 2021 Data Dashboard ■ Education encompasses more than academics ■ Schools should not—and cannot—work in isolation Each year, the Rennie Center collects state-level indicators in our Data Dashboard PROJECT COMPONENTS to provide context on the condition of education in the Commonwealth. This data is Due to the COVID-19 pandemic, data collection and reporting on student collected from the MA Department of Early Education and Care; MA Department of achievement, attendance, and engagement has been substantially limited. Elementary and Secondary Education; MA Department of Higher Education; U.S Census This year, the Rennie team has created a data supplement that curates Bureau; and U.S. Department of Education. However, this year has looked very different key indicators featured in our Data Dashboard. It focuses on what these from previous years, and the 2021 Data Dashboard is adjusting to this upheaval in our indicators are measuring, why they matter, and what they can tell us about education system. the education system. We are also taking this opportunity to think critically about our Data Dashboard in general: which indicators are included, how This Dashboard will not represent a comprehensive view of all the indicators that we categorize and present data, and the overall user experience of the the Rennie Center typically features. Rather, the hope of this feature is to elevate key website. We look forward to launching a refreshed Data Dashboard in the indicators that can show us how our state is doing this year and how to build on these coming year.  measures in future years. Below are analyses of indicators that demonstrate data The Action Guide builds on the Data Dashboard by examining evidence- trends related to the COVID-19 pandemic as well as inputs, access, engagement, and based practices, identifying local exemplars, and offering research- outcomes related to Holistic Learning, Shared Leadership, and Multiple Pathways to informed recommendations for statewide actions that have the potential Career—all of which are featured as major themes in this year’s Action Guide. to address performance gaps and contribute to broad improvement in student outcomes. The report looks at the progress made and the challenges that remain, suggesting strategies for applying lessons learned in order to foster the success of all the Commonwealth’s learners. ACCESS TO TECHNOLOGY COVID-19 Indicators WHAT DOES THE DATA SAY? Percentage of Households with School-Age Children The COVID-19 pandemic has exacerbated Nearly one out of every four households in Gateway without Internet Access the many inequities that plague our Gateway Cities—5-Year Estimate (2014–18) Cities with school-age children lacks Internet access. In education system. Sudden school closures, Fall River and Springfield, respectively, 32% and 31% of 32% 31% 31% 29% remote and hybrid learning, and public households with children lack Internet access. Across 27% all Gateway Cities, there are nearly 100 neighborhoods health needs have all impacted the data where more than 25% of residents have no service. that could be collected this year. Yet even as these trends have made data collection WHY DOES THE DATA MATTER? more difficult, they have also heightened Following the shift to remote learning, unequal access to technology and varying levels of technological literacy the need to measure and understand data have deepened inequities among students, exacerbating Fall River Springfield Lawrence Holyoke New Bedford on learning loss, access to technology, the opportunity gaps between low-income students and attendance, and other areas most affected their peers. U.S. Census Bureau: American Community Survey; Forman, Ben. “Gateway Cities at the center of the digital divide in Massachusetts.” MassINC. by the pandemic. The following indicators provide a high-level overview of key state- level data points related to access and PUBLIC SCHOOL ENROLLMENT outcomes in the context of COVID-19. WHAT DOES THE DATA SAY? Public School Enrollment Public school enrollment has significantly decreased in the last year; Trend over Time from 2019–2020, the number of students enrolled in public schools SY2017 SY2018 decreased by 0.29%, and from 2020–21, the number of students +319 +286 enrolled decreased by 3.9%. SY2016 SY2019 SY2020 953,429 -2,403 -2,803 WHY DOES THE DATA MATTER? SY2021 students -37,396 Economic insecurity, decisions about remote learning, and unstable living conditions during the COVID-19 pandemic have affected families’ Ciurczak, P. and Smith, T. “Public school enrollment down statewide and in Boston during pandemic.” Boston choices about enrollment. Many families may be deciding to move Indicators; Massachusetts Department of Elementary their children to private schools that offer in-person options or delay and Secondary Education kindergarten enrollment until the pandemic is over. While enrollment declines may be due to voluntary decisions on the part of families, understanding the populations that make up these statistics will inform district responses to support students and encourage continuity in the years after the pandemic. CHRONIC ABSENTEEISM ENGAGEMENT IN REMOTE LEARNING WHAT DOES THE DATA SAY? WHAT DOES THE DATA SAY? As of March 2020, the chronic absenteeism rate (or the percentage of students missing In a survey conducted by MassINC in June, 36% of parents indicated that their children 10% or more of the school year) in Massachusetts was 13%, demonstrating a 0.1% increase participated in an online classroom every day, while 49% of parents indicated that this since 2019. An analysis of 2020 subgroup data shows that students classified as low- happened a few times or only once weekly. income and students with disabilities have chronic absenteeism rates of 21.5% and 19.9%, WHY DOES THE DATA MATTER? respectively—much higher than the state average. While these figures reflect experiences from last spring, differences in student engagement According to data collected by the Massachusetts Business Alliance for Education in in the early days of the pandemic are likely to have ripple effects during the current November 2020, at least 77 school districts do not have a plan in place to address chronic school year. Additionally, the structure of learning amid the pandemic continues to differ absenteeism during the pandemic. significantly across and within schools and districts. Where learning takes place remotely, educators’ varying levels of digital fluency may contribute to different levels of engagement WHY DOES THE DATA MATTER? with students. Analyzing data on student participation can inform districts’ efforts to Remote learning, unreliable Internet connections, and unforeseen changes in their support educators and students through remote and hybrid learning challenges. environments—including new work or child care responsibilities for students at home— disproportionately affect students from marginalized backgrounds and may prevent them Student Participation in Remote Learning from attending school regularly. Parent Survey Responses—June 2020 Educators have taken different approaches to monitoring attendance during remote Unsure, N/A learning, and disciplinary actions for absences also vary by school and district. While this data does not capture the impact of the pandemic, and current rates are expected to be Less often 8% 7% much higher, understanding chronic absenteeism rates allows the state, districts, and communities to identify students who are at risk of absenteeism and inform later decisions 36% Every day 14% on how to best support students. Once a week Chronic Absenteeism Rate by Special Population—2020 35% 21.5% 18.8% 19.5% 19.9% A few times per week 13% MassINC survey of 1,502 parents of K–12 students in Massachusetts ALL High needs Low-income English Students with Learners disabilites Massachusetts Department of Elementary and Secondary Education: Attendance Report; Massachusetts Business Alliance for Education: Massachusetts School District Continuity of Learning Plans 2020–21 Holistic Learning 9TH GRADE ARTS PARTICIPATION Indicators WHAT DOES THE DATA SAY? In the most recent data on 9th grade arts coursetaking (from 2019), White, Asian, and Multi-Race students take 9th grade arts Holistic learning is defined in the 2021 courses at a higher rate than all other races. English Learners make up the smallest percentage of arts coursetakers compared to Condition of Education Action Guide as a other special populations. comprehensive and integrated approach WHY DOES THE DATA MATTER? where schools and community providers Lack of participation in arts courses by African American, Latinx, Native American, and Native Hawaiian/Pacific Islander students coordinate to build on students’ strengths may mean fewer chances to engage in creative, innovative, or interest-based learning that creates a more well-rounded schooling and address their needs. Identifying experience. system-wide gaps in students’ experiences 9th Grade Arts Participation Rate and finding solutions to fill these gaps by Race—2019 requires careful analysis of multiple 52.2% 56.3% 56.8% 53.9% data points. The following indicators can 41.8% 43.8% 47.1% 45.4% help policymakers, school leaders, and other education stakeholders paint a picture of the bright spots and gaps in ALL African White Latinx Asian Native Hawaiian, Native Multi-Race, holistic learning opportunities across the American Pacific Islander American Non-Hispanic Commonwealth. Massachusetts Department of Elementary and Secondary Education: Arts Coursetaking Report STUDENT HOMELESSNESS WHAT DOES THE DATA SAY? Student Homelessness Rate Trend Over Time In 2020, 2.6% of Massachusetts students were homeless, up from 2.2% in 2015-16. This translates to approximately 3,700 more homeless students. 2.6% 2.5% 2.5% 2020 WHY DOES THE DATA MATTER? 2018 2019 As of 2020, Boston, Worcester, and Springfield have the 2.2% 2.2% most enrolled homeless students in their public schools. 2016 2017 For these districts and others, understanding where homeless students live can help the state, districts, and Massachusetts Department of Elementary and Secondary Education: Homeless Student Program Data; Lugli, S. “State reports community groups better provide support services, rise in students experiencing homelessness.” The Boston Globe shelter, food, and safety. ADVERSE CHILDHOOD EXPERIENCES disaggregated data (from 2017), 13.5% of Latinx youth and 11.4% of African American youth were classified as OY, compared to 6.4% of White youth. WHAT DOES THE DATA SAY? The percentage of children who have faced adverse childhood experiences—such as WHY DOES THE DATA MATTER? abuse, neglect, or having a family member who is struggling with mental illness or Zooming in on who makes up the Opportunity Youth by Race—2017 substance abuse—has consistently decreased over the past four years, from 20% in 2016 opportunity youth population can 13.5% to 11% in 2020. allow for communities, school 11.4% systems, and institutions of higher WHY DOES THE DATA MATTER? education to drive targeted efforts for 7.1% Although this data does not yet reflect post-pandemic impacts, it will be important to study engagement. Particularly given the 6.4% that data once it is available. Despite the improvements in the rate of adverse childhood pandemic-related economic turmoil experiences over the past four years, the global pandemic is likely to have increased that has led to rising unemployment, traumatic experiences for young people. Learning to recognize the effects of trauma it is essential to build pathways to and adverse experiences can help educators and school staff provide healing-centered career that will allow young people to ALL African White Latinx supports. American access family-sustaining wages. U.S. Census Bureau: American Community Survey; Adverse Childhood Experiences Tabulations prepared by staff at the Boston Private Trend over Time—Ages 0–17 Industry Council 16% 20% CHILDHOOD POVERTY 2019 2016 16% WHAT DOES THE DATA SAY? Children Living in or Near Poverty 2018 In 2018, approximately 400,000 Massachusetts by Race—2018 11% children lived in low-income households, with 63% 2020 54% of African American children, 64% of 54% Latinx children, and 18% of White children in U.S. HHS; HRSA; Maternal and Child Health Bureau (MCHB); Child and Adolescent Health Measurement Initiative (CAHMI); National Survey of Children’s Health Indicator Data Set; Data Resource Center for Child the state living in or near poverty. and Adolescent Health 18% WHY DOES THE DATA MATTER? The vast disparities between White children OPPORTUNITY YOUTH and children of color in or near poverty are African White Latinx astounding. Poverty has widespread impacts, American WHAT DOES THE DATA SAY? such as a lack of healthy food, reduced access Massachusetts Department of Early Education The percentage of opportunity youth (OY) in Massachusetts, defined as 16– to 24– and Care: Strategic Plan; National Center for to community and social services, hunger, Children in Poverty year–olds neither in school nor employed, has decreased from 9.4% in 2012 to 6.6% in health issues, and more. People of color often 2019. This decrease was to be expected due to the strengthening economy at that time. face an intergenerational cycle of poverty, so identifying which children need access to However, even as the overall number of OY has decreased, rates of disconnection are still supportive resources and services, and how to best deliver those resources and services, disproportionately high among African American and Latinx youth. In the most recent can ease the negative impacts of poverty. Shared Leadership PARENT INVOLVEMENT IN REMOTE LEARNING Indicators WHAT DOES THE DATA SAY? When surveyed by MassINC in June, parents found themselves supplementing their children’s coursework with their own projects, The continuum of community-school with parents of color incorporating their own materials more often; subgroup analysis indicates that 30% of Asian parents and 24% collaboration runs from involving families of African American parents were using their own learning projects alongside school-provided materials, while only 19% of White and community members in school events parents were doing the same. to codifying leadership positions they can Parents indicated that they often had to provide academic and technical assistance to aid their children with remote learning; 80% hold. Unfortunately, a thorough search for of parents of children in grades K–2 said they gave “a great deal” or “a fair amount” of assistance with schoolwork, and 84% said the available state-level data measuring shared same for assistance with technology. leadership and family and community WHY DOES THE DATA MATTER? engagement/involvement uncovered a Parents who, on top of work, have stepped up to provide educational support for their children during the pandemic may face dearth of indicators. This lack of state-level increased stress and need for support from schools. Schools should engage with these families to find out what is and isn’t working during remote or hybrid learning to best assist them and their children. data is telling of barriers to data collection, deprioritization of engagement indicators Parent Involvement in Remote Learning in favor of academic measures, and the Parent Survey Responses—by Race—June 2020 difficulty of receiving family feedback 64% 68% 52% 57% 49% through surveys and other mechanisms. 30% Although state-level data on engagement, 20% 24% 19% 21% 8% 15% 6% 15% 12% involvement, and shared leadership is sparse, acknowledging what we do have is Mostly relying on materials from school Supplementing school assignments with Mostly relying on your own projects your own learning projects essential for bringing forth new indicators. The following indicators can be studied to ALL African White Latinx Asian provide a baseline of information regarding American shared leadership opportunities in the MassINC survey of 1,502 parents of K–12 students in Massachusetts Commonwealth, as the sector evolves toward (and innovates on) the widespread collection of engagement and leadership measures. SCHOOL CLIMATE EDUCATOR PREPARATION PROGRAM ENROLLMENT WHAT DOES THE DATA SAY? In a 2019 climate survey of 8th grade students, the statement “My parents feel respected WHAT DOES THE DATA SAY? when they participate at our school (e.g., at parent-teacher conferences, open houses)” An analysis of educator preparation program enrollment by race and gender between 2012 was answered mostly positively. When disaggregated by race, African American and Latinx and 2017 uncovers overwhelming majorities of White and female enrollees. students responded “mostly untrue” or “never true” (19% and 17%, respectively) more often than all students surveyed (15%). WHY DOES THE DATA MATTER? Making pathways into educator positions more accessible to (and utilized by) people of WHY DOES THE DATA MATTER? color will have particular impact on students of color, who benefit from learning from Trust and respect are the building blocks to effective family engagement and pathways to someone who looks like them. shared leadership. Understanding who answered negatively and why they did so can help school leaders and educators approach family engagement in different ways, particularly Educator Preparation Program Enrollment as schools focus on racially equitable family engagement. Trend over Time—by Race 2017 Student Perceptions of Respect for Parents 2016 VOCAL Climate Survey Responses—8th Grade—2019 2015 Never true 2014 Mostly untrue 5.9% 2013 8.9% 2012 0 20 40 60 80 100 42.6% Always true African White Latinx Asian Native Hawaiian, Native Multi-Race, American Pacific Islander American Non-Hispanic 42.6% Massachusetts Department of Elementary and Secondary Education: Educator Preparation Candidate Enrollment by Race/Gender Mostly true Massachusetts Department of Elementary and Secondary Education: VOCAL student survey project; Student responses to the statement: “My parents feel respected when they participate at our school.” Multiple Pathways to PLANS OF HIGH SCHOOL GRADUATES Career Indicators WHAT DOES THE DATA SAY? The majority of 2020 high school graduates planned on attending a four-year public or private college. Among non-college-going This year’s report details the importance graduates, there were increases in the percentage of students who plan to work (which rose from 9.2% to 10.3% between 2018 of multiple career pathways for young and 2019) and the percentage of students with unknown plans (which rose from 5.2% to 9.6%). These figures—along with trends in college enrollment—will be important to track in the future to identify how the COVID-19 pandemic impacted postsecondary adults and adult learners alike who are attainment. striving for socioeconomic stability. The following indicators help shed light on WHY DOES THE DATA MATTER? access and outcomes related to career Schools and communities can collaborate to coordinate work training and placements for those students going directly into work. With an expected rise in unemployment due to the pandemic, connections with careers before graduation become even more pathways in Massachusetts. In addition important. School-based staff should also focus on establishing connections and trusting relationships with those whose plans are to these indicators, the Massachusetts unknown, in order to provide mentorship or support so they do not slip through the cracks. Department of Higher Education’s Data Center provides a robust set of reports Plans of High School Graduates Trend over Time Among Students Reporting Non-College-Going Plans and data on specific institutions of higher education that highlight students’ and 10% adults’ access, engagement, and outcomes 8% in postsecondary education. 6% 4% 2% 0 2014 2015 2016 2017 2018 2019 2020 Work Unknown Military Other Apprenticeship Massachusetts Department of Elementary and Secondary Education: Plans of High School Graduates Report ADVANCED COURSEWORK COMPLETION WHY DOES THE DATA MATTER? Students of color in state universities and the UMass system graduate at lower rates than WHAT DOES THE DATA SAY? their White peers, while those in community colleges achieve success at higher or like In 2020, high needs students, low-income students, students with disabilities, and English rates compared to White peers. Insitutions of higher education can share knowledge on Learners all completed advanced coursework at a lower rate than their peers. successful strategies for supporting their students of color in order to promote degree attainment. WHY DOES THE DATA MATTER? The discrepancies in completion of advanced coursework among special populations 6-Year Graduation Rate signify a need for strengthening and differentiating instruction and expanding access to by Institution Type and Race—Fall 2013 Cohort advanced learning opportunities. 71% 74% 55% 59% 61% 58% 62% 51% Advanced Coursework Completion Rate by Special Population—11th and 12th Grade—2020 65.7% 47.3% 48.9% ALL African White Latinx ALL African White Latinx 33.2% American American 27.1% UMASS STATE UNIVERSITIES ALL High needs Low-income English Students with 6-Year Community College Success Rate Learners disabilities by Race—Fall 2013 Cohort Massachusetts Department of Elementary and Secondary Education: Advanced Course Completion Rate 65% 67% 66% 61% GRADUATION AND SUCCESS RATES ALL African White Latinx WHAT DOES THE DATA SAY? American For the Fall 2013 cohort of first-time, full-time bachelor’s degree-seeking students, the Massachusetts Department of Higher Education: data provided by staff and the DHE Data Center graduation rate from a state university was 61%. Among this cohort, the gap in graduation rates between White and African American students was 4.1%, and the gap between White and Latinx students was 11.4%. The Fall 2013 cohort graduation rate from the University of Massachusetts system was somewhat higher overall, at 70.7%. However, the gaps by race were also greater, with a 19% gap in the graduation rates of White and African American students, and a 14.8% gap in the graduation rates of White and Latinx students. Among community college students who enrolled in Fall 2013, the percentage graduating, transferring, attaining 30 credits, or remaining enrolled after six years (known as the success rate) was 65% for all students, with African American students more likely to achieve one of these outcomes than their Latinx and White peers. MASSCORE COMPLETION COLLEGE AFFORDABILITY WHAT DOES THE DATA SAY? WHAT DOES THE DATA SAY? Although 82% of all public high school graduates completed the MassCore program of The average annual tuition and mandatory fees associated with attending a state studies (which aims to ensure preparation for college and career), those numbers were university, UMass campus, or community college have steadily increased since 2012. much lower among English Learners (61%) and African American students (63.7%). Although, on average, only minor increases happened in each type of institution between FY 2020 and FY 2021, annual tuition and fees have increased by an average of WHY DOES THE DATA MATTER? 37% for community colleges, 42% for state universities, and 32% for the University of MassCore is a comprehensive program of studies that can prepare students for post-high Massachusetts system since 2012. school life. Lower completion rates can leave students unprepared for the transition to college or career, impacting socioeconomic stability and growth. Identifying barriers to WHY DOES THE DATA MATTER? access and completion for the identified groups (for instance, by determining whether Cost is an important factor in considering college options, particularly for adult learners— districts serving large proportions of students of color have adopted MassCore as a an October 2017 survey of adults over 25 who graduated from high school but have not graduation requirement) is the first step to raising completion rates. attained a bachelor’s degree found that net cost was the top driver of interest in attending an institution of higher education. MassCore Completion Rate by Race—2020 Average Annual Tuition and Mandatory Fees Trend over Time—by Institution Type 82.2% 88% 79.4% 81.7% 78.4% 81.7% 72.3% 63.7% $15k $10k ALL African White Latinx Asian Native Native Multi-Race, American Hawaiian, American Non-Hispanic $5k Pacific Islander Massachusetts Department of Elementary and Secondary Education: MassCore Completion Report 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Massachusetts Department of Higher Education Data Center: Mandatory Fees and Tuition Data Note: this data is not adjusted for inflation *Mass Maritime and Mass College of Art and Design are not included in the analysis