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Measuring Success

Establishing the indicators

The indicators of student success used by the Road Map Project are data elements important to a student’s education success. They can be influenced by focused action and can be consistently tracked over time using available data. In 2010, several work groups, with help from the Education Results Network, studied the research and examined the indicators used by Strive in Cincinnati and other cradle-to-college-and-career initiatives. Each work group nominated a set of indicators and the final list was approved by the Project Sponsors. The same groups that created the list of indicators are currently reviewing and amending those indicators. During this process, the Data Advisors Group will finalize the targets where applicable.

Road Map Project targets

In 2011, the Road Map Project Data Advisors Group helped to select a subset of Road Map Project indicators as on-track indicators. When taken together, these on-track indicators give a view of how students are doing from cradle to college and career. We are setting interim 2014 and 2017 targets and final 2020 targets for the on-track indicators. We hope these will help mobilize and motivate our broader community to accomplish our overall goal. The 2020 performance targets for the on-track indicators were developed by analyzing the achievement of students from Washington state’s top 10 performing school districts with 20 students or more. Overall, students from these districts already attain postsecondary degrees or credentials at twice the rate of students in South King County and South Seattle. Road Map Project aims to close achievement gaps by 2020, so the final targets are the same for all groups of students. To accomplish this goal, however, the rates of progress required will be higher for students of color and low-income students than the improvement rate required for all students.

On-track targets and indicators

Using the 2009–10 school year as a baseline, we calculated the rate of change needed to reach the targets. Special consideration was required when setting the interim targets for the high school class of 2014. This class, though also subject to compounding growth, needs a boost in performance early in the program period so a sufficient number of students enter the postsecondary system. There, they can be influenced to reach the 2020 postsecondary completion target.

On-track indicators

The following is a list of the Road Map Project on-track indicators. These are reported annually against specific targets.

  • % of children ready to succeed in school by kindergarten
  • % of students proficient in:
    3rd grade reading
    4th grade math
    5th grade science
    6th grade reading
    7th grade math
    8th grade science
  • % of 9th graders triggering Early Warning Indicator #1*
  • % of 9th graders triggering Early Warning Indicator #2*
  • % of students who graduate high school on time
  • % of graduating high school students meeting minimum requirements to apply to a Washington State four-year college
  • % of students at community and technical colleges enrolling in pre-college English
  • % of students at community and technical colleges enrolling in pre-college math
  • % of high school graduates who directly enroll in postsecondary education
  • % of high school graduates continuing past the first year of postsecondary
  • % students from a 9th grade cohort who earn a postsecondary credential by age 24

* Early Warning Indicator #1 is six or more absences and one or more course failure(s). Early Warning Indicator #2 is one or more suspension(s) or expulsion(s).

Contributing indicators

The following is a list of the Road Map Project contributing indicators. These are reported annually or whenever possible, but do not have specific targets. These contributing indicators combined with the on-track indicators make up the full list of Road Map Project indicators.

  • % of children born weighing less than 5.5 pounds
  • % of eligible children enrolled in select formal early learning programs
  • % of licensed child care programs meeting quality criteria
  • % of families reading to their children daily
  • % of children meeting age-level expectations at the end of preschool
  • % of children enrolled in full-day kindergarten
  • % of parents who feel knowledgeable and confident in their ability to support their child’s learning withing the education system, pre-kindergarten through college
  • % of parents who believe their school provides a welcoming and culturally responsive learning environment
  • % of parents who have leadership opportunities and influence on decision-making at their school or district
  • % of students:
    • who are motivated and engaged to succeed in school
    • exhibiting 21st century skills
    • absent 20 or more days per year
    • taking algebra by the 8th grade
    • taking one or more Advanced Placement, International Baccalaureate or Cambridge course(s)
    • passing the exams required for high school graduation
    • making a non-promotional school change
    • attending schools with low State Achievement Index ratings
  • % of English language learner students making academic progress
  • % of English language learner students achieving reading and math standards
  • % of English language learner students spending five or more years in the state’s Transitional Bilingual Instructional Program
  • % of English language learner students earning World Language Credits and the Seal of Biliteracy
  • % of 8th graders reporting select risk factors on the Healthy Youth Survey
  • % of females age 15-17 giving birth
  • % of students who graduate high school within five years
  • % of high school graduates completing a formal career and technical education program
  • % of eligible students who complete the College Bound Scholarship application by the end of 8th grade
  • % of graduating College Bound students who have completed the Free Application for Federal Student Aid (FAFSA)
  • % of graduating high school seniors submitting and completing the FAFSA
  • % of students who enroll in postsecondary education by age 24
  • % of students who did not complete high school on time who achieve a postsecondary credential
  • % of students employed within one and five years of completing or leaving postsecondary education, including wage

CCER data nondisclosure policy

CCER collects and analyzes education data for only research purposes. Research can be very beneficial to help improve school systems, programs and practices. CCER puts a premium on the protection of student confidentiality and identity. All information about students that CCER accesses is handled in compliance with data-privacy laws, including the Family Educational Rights & Privacy Act (FERPA). Strong internal safeguards are in place regarding who can use the information and for what purpose. No unauthorized sharing of information will occur. Only individuals who work directly with CCER to support the Road Map Project’s research and reporting are granted access to the information – and only for that purpose. Research reports to the community and third-parties present the data in a way where no individual students could be identified.

Student Engagement and Motivation: This data provides unique insights into the ways students perceive themselves and their learning environments.