Facing Facts 2008Public Forum

Santee-Lynches Regional COGThursday, Nov. 19, 2009

Adult Population

Average Educational Careerannual earnings attainment earnings (40 years)

$16,121/yr No High School Diploma / GED $644,840Oct. ‘09 U.S. Unemployment Rate: 15.5%

$24,572/yr High School Diploma / GED $982,880

$32,152/yr Associate Degree $1,286,080Oct. ‘09 U.S. Unemployment Rate: 9.0%

$45,678/yr Bachelor Degree $1,827,120

$55,641/yr Master Degree $2,225,640

$86,833/yr Doctorate Degree $3,473,320

Educational Attainment and Earnings Potential

Source: U.S. Census 2000

Educational Median annual Total Annual aggregate attainment* personal earnings (+) Adults (25+) earnings (+) Current $26,971 126,579 $3,413,962,859

Good gains (2%) $27,414 (+$443) 126,579 $3,470,084,678 (+$56M)

Great gains (4%) $27,797 (+$826) 126,579 $3,518,458,920 (+$105M)

Impact of More Education / Postsecondary

(Data available for Sumter, Kershaw & Clarendon counties)

Source: United Way of America, Common Good Forecaster, 2007 data

•Educational attainment is the composition of adults 25-and-older in 4 categories: Less Than a High School Diploma/GED, only a High School Diploma/GED, Some college or Associate Degree only, and Bachelor Degree or more.

8th graders

About 70% of 8th graders

are graduating high school

with a diplomaover time in region.

Public high school graduation rates and post-secondary rates in region

• Current region graduation rate average of an estimated 70% is about equal to state average. (U.S. average is about 75% in recent years.)

• Percentage of region’s students entering post-secondary directly after high school (estimated nearly 50%) is a few percent below the state average.

Source: S.C. Department of Education enrollment and diploma data for high school graduating cohorts of 2004-’05 through 2007-’08

Almost 50% of 8th gradersare entering

post-secondary education

directly after high school

Source: U.S. Census Bureau* Lee total is Census 2000

Source: U.S. Census Bureau* Lee total is Census 2000

Middle and High School

Source: S.C. Department of Education, 2008 PACT English scores, 6 th-8th graders meeting standards

8th graders

About 70% of 8th graders

are graduating high school

with a diplomaover time in region.

Public high school graduation rates and post-secondary rates in region

• Current region graduation rate average of an estimated 70% is about equal to state average. (U.S. average is about 75% in recent years.)

• Percentage of region’s students entering post-secondary directly after high school (estimated nearly 50%) is a few percent below the state average.

Source: S.C. Department of Education enrollment and diploma data for high school graduating cohorts of 2004-’05 through 2007-’08

Almost 50% of 8th gradersare entering

post-secondary education

directly after high school

Source: S.C. Department of Education 8th and 12th grade enrollment data by cohort for graduating classes of 2002-’03, 2003-’04, and 2006-’07.

Source: ACT scores, 2007, 2008, & 2009 senior classes

Early-Early Childhood Education

0-3 years

Human Brain DevelopmentHuman Brain DevelopmentSynapse Formation Dependent on Early Experiences

FIRST YEAR

-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Birth (Months) (Years)

Sensory Pathways(Vision, Hearing)

LanguageHigher Cognitive Function

Source: C. Nelson (2000)

0

600

1200

12 16 20 24 28 32 36

College-educatedparents

Working-classparents

Welfare parents

Age - Months

Literacy – Early Vocabulary Growth

B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995

Cu

mu

lativ

e V

oca

bu

lary

Socio-economic class differences in children’s intellectual growth

Topic College-educated Working- Welfare

parents class parents parents

Vocabulary at age 3 1,116 words 749 words 525 words

Average I.Q. at age 3 117 107 79

Parental “utterances”

per hour at age 3 487 301 176

Total encouragements/

discouragements

heard by age 3 498,000/78,000 186,000/108,000 78,000/171,000

(6-to-1) (2-to-1) (1-to-2)

Summary: Children’s language exposure that includes more affirmations and complex sentences correlates strongly with I.Q. and academic success

later on in life.

Source: Hart and Risley, Meaningful differences in the everyday experiences of young American children, 1995

“Taken together, the conclusions of these researchers (Hart & Risley, Brooks-Gunn, Farah, and Lareau) suggests that the disadvantages that poverty imposes on children aren’t primarily about material goods. True, every poor child would benefit from having more books in his home and more nutritious food to eat. But the real advantages that middle-class children gain come from more elusive processes: the language that their parents use, the attitudes toward life that they convey.”

Socio-economic class differences in children’s intellectual growth

Source: Paul Tough, The New York Times Magazine, 2006

Risk factors contributing to readiness gaps#1 Disability: Primarily speech and language disorders, but also

mental, emotional, vision, hearing and learning disabilities. (Cause: Mostly Genetic, Partly Environmental)

#2 Emotional/Behavioral Problems: Lack all the following on standardized measurement in Kindergarten: Self-control, social problem-solving, interaction with others, and self-concept. (Cause: Mostly Environmental, Partly Genetic)

#3 Low Literacy Skills: Low vocabulary, language skills and literacy experiences developed primarily at home with family. A direct result generally of a mother without a diploma/GED.

(Cause: All environmental)

#4 Poor: On Free Lunch (under 130% of poverty)

Source: S.C. Kids Count 2009

For every 10 kids in S.C.

4

2.1

1.3

Below Basic in 5th Grade

on PACT

Far Below Basic in 5th Grade on PACT

Number in Top-3 risk factors(Disability, Emotional/Behavioral

Problems, Low Literacy Skills)

6

1.3

0.5

Below Basic in 5th Grade

on PACT

Far Below Basic in 5th Grade on PACT

Number not having Top-3 risk factors(Disability, Emotional/Behavioral Problems,

Low Literacy Skills)

Source: S.C. Kids Count 2009

S.C. Dept. of Juvenile Justice Juvenile Profile

950 juveniles in residenceAt Admission• Teenage juveniles’ assessed reading and math

skills are generally at least three grade levels behind their peers. Many qualify for special education classes.

• DJJ School District operates 12 months a year offering middle school and high school programs to educate juveniles.

Source: S.C. Department of Juvenile Justice

S.C. Dept. of Corrections Inmate Profile

24,462 inmates – June 30, 2009At Admission (Intake)• Average is 8.5 grade reading level (assessment)• 53% read at less than 9th grade level (assessment)• 58% don’t have a high school diploma or GED (self-reported)• 10.5 grade is average educational achievement level (self-

reported)

Source: S.C. Department of Corrections

WEIGHING THE COSTSINCARCERATION - VERSUS - EDUCATION

1 Adult Inmate 1 Juvenile 1 Student

incarcerated incarcerated

in state in state In State

$44.98/day $300/day $22.35/day

$16,462/year $109,500/year $8,159/year

THE DIFFERENCES

Adult Inmate/Student Juvenile/Student

Cost per day nearly double Cost per day more than

(1.77 times as expensive) 11 times as expensive

Sources: Fiscal 2008 current operational expenses from S.C. Department of Corrections, S.C. Department of Juvenile Justice, and S.C. Department of Education

1 Studenteducatedin state

$25.39/day$9,268/year

Facing Facts 2008 Reports and Tonight’s

Presentation are Available for Download on our

COG Web site:

www.santeelynchescog.org