1997 Community Guide

Education

Vision Statement

Travis County will be a community where all students receive an education that provides them with a foundation to lead successful and productive lives and the academic achievement of all students is increased through a system of educational excellence.

Summary

By focusing on the four goals of academic achievement, planning, community collaboration and human resources, students will be assured to be continuous learners who are: prepared for further study; able to communicate in a variety of ways; risk takers skilled in the ability to solve problems; and creative learners who are technologically literate and focused on career interests.

The following ten focus areas are the basis for the Desired Community Impacts, Strategies and Outcomes included in this section of the Community Plan and seek to respond to the need to prepare individuals for life and work: academic achievement/school-to-work, leadership/governance/organization, technology community collaboration/cooperative use across entities, community involvement, parenting, planning safety, human resources/teachers as people/professionals, special populations, achievement/equity and early intervention.

Special populations targeted for enhanced educational development and success include those students who are: matriculating, from individual culture of minority groups, gifted and talented, "at-risk", from low income circumstances, non-attendees, reading impaired, dyslexic, deficient in lifeskills, have behavioral problems, have mental or physical disabilities or have limited English proficiency.

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Critical Conditions

A. Most of the school districts serving Travis County children are growing rapidly with enrollment increasing by as much as 44% over the last five years.
B. In Austin, Del Valle and Manor ISD's, between 49-61% of the students are considered "economically disadvantaged."
C. Adjusting for inflation, Austin ISD is actually spending $238 less per student than it did five years ago.
D. Of the eight school districts serving Travis County students, four had passing rates on the TAAS that were higher than the State average of 56% in the 1993-94 school year. Economically disadvantaged students have low pass rates on the TAAS.
E. Most school dropouts in AISD are 8th and 9th graders. Hispanic followed by African American students have had the higher dropout rate since 1990-91. Students who are economically disadvantaged are at high risk of dropping out.
F. About 2,000 AISD students in grades 9-12 drop-out of school annually. AISD has the highest drop-out rate of Travis County Schools - double the rate of other school districts.
G. Only 10% of students who are two years over age for their grade level graduate from high school.
H. Other barriers to educational success: limited English proficiency, single-parent families, lack of ability to meet special needs, teen pregnancy and parenting, drug and gang related activity, substance abuse, non-supportive home and family environment, child abuse and neglect, poor health and inadequate health care, lack of parenting skills.

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Desired Community Impacts

A. Increase the number of optimal learning opportunities for every student
B. Improve school environment and learning conditions which promote integrity, respect for differences, responsible citizenship, and good character for all students
C. Improve the infrastructure that supports a safe learning environment
D. Improve current teaching conditions to ensure that teachers are treated with fairness and respect
E. Increase the number of students achieving and maintaining requirements for the successful completion of each school year
F. Maximize the number of students that will graduate and be prepared to enter the workforce or pursue additional education
G. Maximize the effective use of technology in education
H. Increase continual and meaningful involvement from parents and community volunteers in the educational process for all students
I. Increase the cognitive, behavioral and academic development of skills for special student populations
J. Increase the effective use of shared community resources for the benefit of education

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Strategies

A. Improve the accountability, efficiency, effectiveness and responsiveness of our education systems

B. Develop and put into use a well balanced and appropriate core curriculum at all schools that is aligned across and between all grade levels; e.g., foreign language, student strengths, individual student plans, interdisciplinary student projects

C. Develop and implement programs that improve health and safety in all learning environments; e.g., preventive maintenance program, discipline management process, comprehensive safety plan, joint use of facilities for health and substance abuse services

D. Evaluate and modify current teaching conditions to aid teacher effectiveness and retention; e.g., mentor model, staff development plan, compensation equity, class size parameters

E. Develop and use early intervention plans; e.g., reading enhancement, structured tutoring, multi-age classes, community partnering

F. Establish an effort involving students, parents, schools and the workplace which will assist students to be prepared for additional education or quality employment

G. Develop and implement a technology use plan which ensures an appropriate role, investment, standard and structure for information and telecommunication technology

H. Develop and implement a program of school/community involvement with parents, businesses, community organizations and volunteers

I. Establish programs which enhance the educational development and success of special population students

J. Develop and implement collaborative programs between schools and various community organizations which increase the sharing of resources

K. Establish programs that help parents support the academic development and progress of their children at home

L. Define standards for all graduating seniors

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Outcomes

A. Increase hands-on job experiences for students

B. Eighty-five percent of High School graduates will be started in post-secondary education/training by the end of 1998-99

C. Increased number of students prepared to enter the workforce

D. Increased student success rates through the use of technology

E. Increased level of "real-world" involvement in student life and activities through community interaction

F. Increased availability and quality of programming for special student populations

G. Reduced effects of the barriers to educational success: limited English proficiency, single-parent families, lack of ability to meet special needs, teen pregnancy and parenting, drug and gang related activity, substance abuse, non-supportive home and family environment, child abuse and neglect, poor health and inadequate health care, lack of parenting skills

H. Increased communication and collaboration between the schools and all community organizations

I. Increased number of parents directly involved as partners with educators in the education of their children

J. Increased effective use of community resources

K. Increased number of students reaching their full academic potential

L. Reduced school dropout rates and increased number of students remaining in school until obtaining a High School diploma

M. Increased number of fully qualified and highly effective personnel working in the education system

N. Increased safety at all school campuses

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