ERIC ED538794: DC KIDS COUNT e-Databook Indicators

2012·0.39 MB·English

by  ERIC

DC ACTION FOR CHILDREN
DC KiDs Count
e-Databook
indicators
Following are the indicators included
in DC Action for Children’s 2012 KIDS
COUNT e-databook, their definitions
and sources and the rationale for their
selection.
Indicator Measure
Neighborhood demographics and socioeconomic status
Total population # of residents
Child population # of children ages 0-17
Young child Population # of children ages 0-4
Race/ethnicity % of residents in each race/ethnic group:
white, black, Hispanic and Asian/other
Children by race/ethnicity % of children ages 0-17 in each race/ethnic group
Child poverty % of children whose families live below the federal poverty line
Median family income Median income of families with children ages 0-17
Distressed neighborhoods
Concentrated neighborhood poverty % of people who live below the federal poverty line
Educational attainment - young adults % of people ages 18-24 without a high school diploma
Educational attainment - adults % of people age 25 and older without a high school diploma
Households headed by single women % of families with related children ages 0-17
that are headed by a single woman
Vacant properties # of properties that are vacant or blighted
Political empowerment # ballots cast / # of registered voters
Neighborhood assets
Access to jobs % of people whose travel time to work is an hour or more
Access to healthy food # of grocery stores
Access to recreation centers # of public recreational facilities
Home ownership % of housing units that are owner-occupied
Libraries # of public libraries
Crime rate Reported violent crime incidents per 1,000 residents
Access to transportation # of bus stops
# of metro stops
Education
Free/reduced-price lunch students % of students attending public school in the neighborhood
who are eligible for free and reduced-price lunch
Student/teacher ratio % of elementary schools in the neighborhood with a
student/teacher ratio of 15:1 or below
Graduation rate Four-year high school graduation rate
Test performance % students proficient and above in reading
% students proficient and above in math
Youth ready to enter the workforce % of people ages 16-24 currently employed
Child care capacity # of infant and toddler slots in licensed
child development centers and homes
Health
School-based mental health # of public schools with school mental health program
Environmental health Rate of asthma-related emergency department visits
(per 10,000 children)
Note: Interactive maps do not contain all indicators listed. To see data for all indicators, visit the DC KIDS COUNT Data Center.
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org
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Indicator Rationale A high probability exists that the
measure will continue to be produced
The indicators for DC KIDS COUNT in the near future: This criterion
represent a mix of traditional KIDS relates closely to our preference for
COUNT indicators of child well-being, administrative and governmental data.
such as the number of children living in Data from an isolated or intermittent
poverty, and indicators of neighborhood study will not allow us to evaluate change
well-being that are focused on or progress in future years.
neighborhood conditions. The indicators
and measures reflect DC KIDS COUNT’s DC KIDS COUNT indicators are divided
neighborhood-centered analytical frame. into five categories:
Nearly all DC KIDS COUNT indicators
and measures are calculated at the • Neighborhood demographics and
neighborhood level, which allows us socioeconomic status
to evaluate the assets and needs of • Indicators of distressed
neighborhoods where DC’s children live, neighborhoods
play and learn. Indicators and measures • Concentration of neighborhood
were selected in consultation with assets
local government officials, community • Education
advocates and experts, as well as the • Health
large body of literature on children’s well-
being in neighborhood contexts. These categories represent the key areas
of our analysis and guide the composite
In this section, indicators are the concept indicators DC KIDS COUNT uses to show
being measured and measures are the relationships between measures. These
data points selected to represent that categories are not mutually exclusive,
concept. For example, the indicator however, and should not be understood
“educational attainment for young adults” as unrelated or independent. For
is represented by the measure “percent example, many educational indicators are
of peoples ages 18-24 without a high interrelated with indicators of distressed
school diploma.” To guide our selection neighborhoods, and institutional assets
of measures, we strove to follow several are often interrelated with health.
of the criteria laid out in the national KIDS
COUNT data book:1 Neighborhoods as
the Unit of Analysis
The measure must be from a reliable
source: With the exceptions of our A central belief of DC KIDS COUNT is
composite indicators, which combine that neighborhoods deeply affect all
several measures, DC KIDS COUNT aspects of children’s lives. They are
measures come directly from data where children live, play and learn. As
collected by DC governmental/ such, neighborhoods are the DC KIDS
administrative agencies, or from US Census COUNT unit of analysis. Data used to
data. Where potential questions about map the neighborhood clusters, which
reliability arise, we have noted it below. were developed by the DC Office of
Planning, was extracted from the Office
The measure should reflect an outcome of the Chief Technology Officer (OCTO)
or measure of well-being: DC KIDS Citywide Data Warehouse Program.
COUNT measures are either outcome
or status measures whose validity is A large and growing body of literature and
corroborated by expert and community policy emphasizes the important effects
input. Like the national KIDS COUNT data of neighborhoods on children’s lives. For
book, we do not include measures such instance, the US Department of Education
as program spending, which may not recently adopted a “place-based strategy”
reflect actual outcomes for children. to make its reform efforts more effective
1. Annie E. Casey Foundation. (2011). 2011 KIDS
in community contexts.2 The indicators
COUNT Data Book.
2. US Department of Education. (2012). Impact in The measure must have a relatively chosen to represent neighborhood
Place: A Progress Report on the Department of unambiguous interpretation: When child demographics and socioeconomic
Education’s Place-Based Strategy.
poverty is down and graduation rates are status were inspired in part by the Kirwan
3. The Kirwan Institute for the Study of Race and
Ethnicity. (2010). Opportunity Mapping: Using GIS for up, we can agree that is a good outcome Institute’s opportunity mapping project,
Social Equity, Racial Justice and Advocacy. The Ohio for children. All DC KIDS COUNT which uses mapping software to visualize
State University. Accessed at: http://www.slideshare.
net/kirwaninstitute/2010-12-07humanservicechambe indicators lend themselves to similarly geographic zones of opportunity in
rreecemapping clear interpretations. cities.3 DC KIDS COUNT indicators and
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org
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metrics were also influenced by the Urban Housing indicators, such as home
Institute’s “State of DC Neighborhoods, ownership and vacant properties, are
2010” report, which, while not associated with the residential stability
exclusively focused on children, looked of a neighborhood, which can influence
at nearly every conceivable measure of economic opportunities, social cohesion
neighborhood quality of life.4 and educational outcomes for children.
For instance, one study found that high
The measures were also shaped by neighborhood residential stability during
data available through the US Census childhood was significantly associated
Bureau’s Decennial Census and American with good overall health and mental
Community Survey, two reliable and health at midlife.9
widely used sources of neighborhood
level socioeconomic and demographic Indicators of Distressed
data. DC KIDS COUNT particularly Neighborhoods
focused on the economic security of
children, which influenced the decision The indicators in the Distressed
to use measures such as median family Neighborhood category go beyond
income instead of overall median individual measures of socioeconomic
household income and to highlight status to capture some aspects of the
young adult educational attainment and economic and educational environment
workforce participation. of neighborhoods as a whole. Indicators
mapped include:
Neighborhood Demographics and • High poverty neighborhoods (27
Socio-Economic Status percent or more)
• High percentage of households
The indicators chosen to represent headed by single mothers (37 percent
neighborhood demographics and or more)
socioeconomic status form the • High percentage of population over
foundation of the neighborhood age 25 without a high school diploma
analysis. We cannot begin to analyze (23 percent or more)
neighborhoods without first creating • High unemployment rates for 16-24
a frame based on the total and year olds (34 percent or more)
child populations, racial and ethnic
composition, child poverty and Each of these indicators has a history
household income. of use in literature around distressed
neighborhoods – although we
The intersection of race, place and included variations such as young adult
socioeconomic status is a central concern educational attainment to reflect DC KIDS
of DC KIDS COUNT. Racial and ethnic COUNT’s focus on children.
dynamics have shaped the residential
and political landscape of the city. DC’s Concentrated poverty in a neighborhood
demographics are rapidly changing: the is one of the central indicators of
city recently reversed a decades-long distressed neighborhoods, and a
trend of population decline, and the cornerstone of DC KIDS COUNT’s
4. Comey, J. Narducci, C., & Tatian, P. (2010). State of
proportion of black residents is poised to neighborhood analyses. Research
Washington D.C.’s Neighborhoods, 2010. The Urban
Institute and DC Office of Planning. fall below 50 percent for the first time in has shown that concentrated poverty
5. Morello, C. (2011, March 24). Number of Black D.C. 50 years.5 Black and Hispanic families are amplifies the effects of individual poverty,
Residents Plummets as Majority Status Slips Away. The
disproportionately likely to live in poverty.6 and can limit education opportunity,
Washington Post.
6. DC Fiscal Policy Institute. (2009). DC Poverty lead to increased crime, worsen health
Demographics. Accessed at: http://dcfpi.org/wp- Poverty is associated with a host of outcomes, decrease the value of homes,
content/uploads/2009/03/poverty1.pdf
7. Brooks-Gunn, J., & Duncan, G. (1997). The Effects of negative outcomes for children. The and reduce private sector investment10 –
Poverty on Children. The Future of Children, 7(2). effects of poverty are not limited to all of which affect the lives of children.
8. DC Action for Children. (2012). DC’s Achievement
the immediate economic state of not
Gap: Why Place Matters.
9. Bures, R. (2003). Childhood Residential Stability and having everything one needs; poverty Other indicators such as educational
Health at Midlife. American Journal of Public Health, negatively affects future economic attainment, vacant properties and households
93(7), 1144–1148.
outcomes, especially when poverty is headed by single women are all commonly
10. Kneebone, E. Nadeau, C. & Berube, A. (2011). The
Re-Emergence of Concentrated Poverty: Metropolitan sustained, or experienced during early used indicators of distress. For example, a
Trends in the 2000s. The Brookings Institution. childhood.7 Numerous associations exist national KIDS COUNT/ Population Reference
11. O’Hare, W., & Mather, M. (2003). The Growing
Number of Children in Severely Distressed between race/ethnicity and health, social Bureau Report included percentage of
Neighborhoods. Annie E. Casey Foundation and educational outcomes among DC’s female-headed families and percentage
and Population Reference Bureau Joint
children, particularly the achievement gap of high school dropouts as indicators of
Report. Accessed at: http://www.prb.org/pdf/
KidsDistressedNeighborhoods.pdf in school performance.8 neighborhood distress.11
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org
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Concentration of incorporates into their school evaluations,
Neighborhood Assets in accordance with federal policies such
as No Child Left Behind.12 The student/
Neighborhood assets are public or private classroom teacher ratio is a less common
institutions that enrich the overall health, measure of school quality. DC KIDS
economic opportunity and educational COUNT includes it because research
opportunities available to children and generally finds that reduced class sizes
families in a neighborhood. Examples of can increase student achievement,13 and
institutional assets include: because this measure captures schools’
deployment of human capital.
• Grocery stores where families can
purchase healthy food More than 53 charter schools in DC serve
• Libraries that offer out-of-school more than 40 percent of public school
learning, community meeting sites students, so their inclusion in our analysis
and connections to government is important.14 While charter schools
programs in addition to books and do not have neighborhood-based
computers enrollment, they often attract a majority
• Recreation centers where children of their students from surrounding
can play safely and improve their neighborhoods, and they can be
physical fitness important neighborhood assets. DC is
• Transportation infrastructure that currently assessing the potential impact
transports families to jobs and of neighborhood-based enrollment at
children to school local charter schools.15
The violent crime rate is also included in We have chosen to include child care
the institutional assets category, because capacity in addition to K-12 indicators
safe spaces with low levels of violent because of the frequently demonstrated
crime are important community assets importance of high-quality early care
for children’s safety and well-being. on children’s development and school
readiness, particularly among low-
Education income children.16
Educational quality is a key indicator of Health, Safety and Environment: This
children’s well-being. Indicators mapped category includes indicators of three
as part of child success include: strong dimensions of children’s health care
test performance in reading and math access: access to mental health care,
(66 percent and above), high school access to preventative medical and
graduation rate (89 percent and above) dental health services and access to
and youth ready to enter the workforce a healthy living environment. Mental
(84 percent and above. health access is measured by the number
of school mental health programs.
The DC KIDS COUNT approach is Preventative medical and dental health
unique for the way in which it creates access are measured by the percentage
neighborhood measures of educational of Medicaid-enrolled children who had
performance based on school address. well-child and dental visits in the past
12. DC Office of the State Superintendent of Both DC Public Schools (DCPS) and DC year. Environmental health is measured
Education. Assessment and Accountability in the Public Charter Schools (PCS) are included by the rate of asthma-related emergency
District of Columbia. Accessed at: http://www.nclb.
in our analysis, and both fall under department visits. Asthma is strongly
osse.dc.gov/index.asp
13. The Center for Public Education. (2011). Class Size the purview of The Office of the State correlated with air pollution, which,
and Student Achievement: Research Review. Accessed Superintendent of Education (OSSE). according to the DC Department of
at: http://www.centerforpubliceducation.org/Main-
Health, varies between neighborhoods
Menu/Organizing-a-school/Class-size-and-student-
achievement-At-a-glance/Class-size-and-student- Free and reduced-price lunch eligibility due to factors such as highway proximity
achievement-Research-review.html allows us to compare the family income or industrial pollution.
14. DC Public Charter School Board. (2012). D.C.
Charter Fact Sheet. Accessed at: http://www. status of children in schools versus
dcpubliccharter.com/Parents-and-Community/DC- neighborhoods. While school quality A Note on Neighborhood Clusters: DC
Charter-School-Factsheet.aspx
is a highly debatable concept, we have KIDS COUNT uses the DC Department
15. DC Fiscal Policy Institute. (2012). What Could a
Neighborhood Admissions Preference Mean for DC’s chosen to use graduation rate, state test of Planning’s neighborhood clusters as
Neediest Students? Accessed at: http://www.dcfpi.org/ performance and student/classroom our geographic unit of analysis.17 DC has
what-could-a-neighborhood-admissions-preference-
mean-for-dcs-neediest-students teacher ratios as proxy measures of 39 neighborhood clusters, which vary
16. Adams, G. Zaslow, M., & Tout, K. (2007). Early school quality. Graduation rate and in size and shape. Many indicators use
Care and Education for Children in Low-Income state test performance are widely used data from the Decennial Census and
Families: Patterns of Use, Quality, and Potential Policy
Implications. The Urban Institute. student-outcome measures, which OSSE American Community Survey, which
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org
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do not collect data according to the Because neighborhood boundaries may
neighborhood clusters in DC. To ensure not align exactly with block groups,
accuracy in our estimates, DC KIDS some areas lie outside the neighborhood
COUNT used block-level population cluster boundaries and are not captured
data from the 2010 Census to construct in the interactive maps. We report on
population weights for data at the block- these data in the notes section of each
group and census-tract levels. At the indicator. In addition, we measure
neighborhood level, these data represent whether an asset/resource is contained
close estimations. We are grateful for the within a cluster, not an adjacent cluster.
help of NeighborhoodInfoDC in providing
information that helped us map these
17. DC Office of Planning. (2004). DC Neighborhood
Clusters. Accessed at: http://data.octo.dc.gov/ data at the neighborhood level.
Metadata.aspx?id=163
Indicator Definitions Hispanic), Hispanic and Asian/Other (not DC KIDS COUNT considers concentrated
Hispanic) poverty as a neighborhood in which 30
and Sources Source: U.S. Census Bureau, 2010 percent or more of residents are living in
Decennial Census poverty, which is consistent with the Annie
Notes: To remain consistent with race/ E. Casey Foundation and research on the
NEIGHBORHOOD DEMOGRAPHICS
ethnicity categories used in other DC KIDS effects of concentrated poverty.
AND SOCIO-ECONOMIC STATUS
COUNT publications, the following groups
are included in “Asian/Other:” Asian, other Indicator: Educational Attainment, Young
Indicator: Population race, two or more races, Native Hawaiian/ Adults
Measure: Number of residents Pacific Islander and American Indian/ Measure: Percent of people ages 18-24
Source: U.S. Census Bureau, 2010 Alaska Native. without a high school degree
Decennial Census Population of non-cluster areas is Source: U.S. Census Bureau, 2006-2010
Note: Population in non-cluster areas is approximately 672 black, 458 white, 181 American Community Survey
7,244 individuals. Hispanic and 146 Asian/Other children. Note: In non-cluster areas, three percent
of people ages 18-24 lack a high school
Indicator: Child Population Indicator: Child Poverty diploma.
Measure: Number of children ages 0-17 Measure: Percent of children whose
Source: U.S. Census Bureau, 2010 families live below the federal poverty line. Indicator: Educational Attainment, Adults
Decennial Census Source: U.S. Census Bureau, 2006-2010 Measure: Percent of people age 25+
Note: Child population in non-cluster American Community Survey without a high school degree
areas is 1,456 children. Note: Child poverty in non-cluster areas is Source: U.S. Census Bureau, 2006-2010
17 percent. American Community Survey
Indicator: Young Child Population Notes: In non-cluster areas, 10 percent
Measure: Number of children ages 0-4 Indicator: Median Family Income of people age 25 and older lack a high
Source: U.S. Census Bureau, 2010 Measure: Median income of households school degree. We have chosen to look at
Decennial Census with related children ages 0-17 this indicator separately from young adult
Note: Young child population in non- Source: U.S. Census Bureau, 2006-2010 educational attainment because older
cluster areas is 692 children. American Community Survey adults are far less likely to return to school
Notes: Median family income in non- for a GED or high school diploma.
Indicator: Race/Ethnicity cluster areas is $57,100.
Measure: Percent of residents who are Data calculated using counts of Indicator: Households Headed by Single
white (not Hispanic), black (not Hispanic), families and median family income at Mothers
Hispanic and Asian/Other (not Hispanic) the census tract and block level; where a Measure: Percent of families with related
Source: U.S. Census Bureau, 2010 neighborhood clusters contained more children ages 0-17 that are headed by
Decennial Census than one area, several medians were single women
Notes: To remain consistent with race/ averaged to estimate median family Source: U.S. Census Bureau, 2010
ethnicity categories used in other DC KIDS income at the neighborhood cluster level. Decennial Census
COUNT publications, the following groups Note: In non-cluster areas, 29 percent of
are included in “Asian/Other:” Asian, other INDICATORS OF DISTRESSED families with children are headed by single
race, two or more races, Native Hawaiian/ NEIGHBORHOODS women.
Pacific Islander and American Indian/
Alaska Native. Indicator: Concentrated Neighborhood Indicator: Vacant Properties
Population of non-cluster areas is an Poverty Measure: Number of properties that are
estimated 3,432 black, 2,775 white, 163 Measure: Percent of people who live vacant or blighted
Hispanic and 490 Asian/Other individuals. below the federal poverty line Source: DC Department of Consumer
Source: U.S. Census Bureau, 2006-2010 and Regulatory Affairs, Survey of Vacant
Indicator: Children by Race/Ethnicity American Community Survey and Blighted Properties March 2012,
Measure: Percent of children ages 0-17 Notes: Poverty in non-cluster areas is 16 containing current property data from the
who are white (not Hispanic), black (not percent. first half of FY2011.
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Notes: No vacant or blighted properties Notes: In non-cluster areas, 7 percent of Notes: No schools are in non-cluster
are in non-cluster areas. housing units are owner-occupied. areas.
As of FY2011, designated vacant (class The calculation refers to the number of DC KIDS COUNT analyzed
3) and designated blighted (class 4) owner-occupied housing units divided by school-level data from OSSE’s
properties. List of properties downloaded the total number of housing units.
November 2011 reimbursement
from the DC Office of Consumer and
claim. Where counts of students
Regulatory Affairs and geocoded and Indicator: Libraries
eligible for free and reduced-price
aggregated to the neighborhood cluster Measure: Number of public libraries in a
lunch were available, those data were
level by DC KIDS COUNT. neighborhood
used. Where those counts were not
Source: DC Public Libraries, 2011, via
Indicator: Political Empowerment Office of the Chief Technology Officer available, DC KIDS COUNT estimated
Measure: Number of ballots cast in the (OCTO) Citywide Data Warehouse the number using the percentage
most recent city-wide general election / Program. of students eligible for free and
Number of registered voters Notes: No libraries are in non-cluster areas. reduced-price and the October 2011
Source:DC Board of Elections and Addresses updated to reflect new and audited enrollment. Oyster-Adams
Ethics, Precinct Election Results and Voter renovated library openings by DC KIDS Bilingual School has an upper and
Registration Statistics for the 2010 General COUNT in June 2012.
lower campus that are located in
Election
two neighborhood clusters; they
Notes: Because voting districts not align Indicator: Crime Rate
are considered separately for this
perfectly with neighborhood clusters, Measure: Reported violent crime incidents
analysis, with the students attending
DC KIDS COUNT aggregated voting data per 1,000 residents
using GIS mapping tools, grouping and Source: DC Metropolitan Police the lower campus (grade 3) grouped
splitting voting districts into neighborhood Department, 2010 crime data, via Office with Cluster 15 and students
clusters. At the neighborhood level, these of the Chief Technology Officer (OCTO) attending the upper campus (grades
data represent close estimations. Citywide Data Warehouse Program. 4-8) grouped with Cluster 1.
Notes: In non-cluster areas, the violent
CONCENTRATION OF crime rate was 13 incidents per 1,000
NEIGHBORHOOD ASSETS residents. Indicator: Teacher Access Ratio
For this analysis, violent crimes are
Measure: Percent of elementary
Indicator: Access to Jobs defined as homicide, sexual assault,
schools in the neighborhood with
Measure: Percent of people whose travel assault with a deadly weapon and robbery,
a low student-teacher ratio (15
time to work is an hour or more based on Bureau of Justice Statistics
students to one teacher).
Source: U.S. Census Bureau, 2006-2010 crime classification.
Source: DC Public Schools Human
American Community Survey
Notes: In non-cluster areas, 8 percent of Indicator: Access to Transportation Resources Data (May 2012), DC
people travel an hour or more to work. Measure: Number of Metro bus and Public Charter School Board 2011
Circulator stops, number of metro station School Performance Reports.
Indicator: Access to Healthy Food entrances contained in neighborhood Notes: No schools are in non-cluster
Measure: Number of grocery stores cluster area. areas.
Source: DC Office of Planning, May Source: Washington Metro Area DC KIDS COUNT selected the
2012, via Office of the Chief Technology Transportation Authority (WMATA) via ratio of 15:1 based on a review of
Officer (OCTO) Citywide Data Warehouse Office of the Chief Technology Officer class size literature, and schools
Program (OCTO) Citywide Data Warehouse
were classified as “low ratio” schools
Notes: No grocery stores are in non- Program, 2012
or “high ratio” schools. The analysis
cluster areas. Notes: No bus stops, Circulator stops or
Data obtained directly from OCTO Metro entrances are in non-cluster areas. included schools if they contained
staff. Includes large or national chain Metro bus stop data obtained directly elementary grades (K-5) in school
grocery stores, which have been from WMATA staff. Two Metro stations year 2011-12. Both traditional
determined by the DC Office of Planning (McPherson Square and Shaw/Howard elementary schools and elementary/
to be healthy food locations. University) have entrances located in middle school education campuses
more than one neighborhood cluster; for were included, but schools with only
Indicator: Access to Recreation Centers this analysis these stations were counted early childhood programs were not.
Measure: Number of recreational facilities in both neighborhood clusters. Data Each charter school reports
Source: DC Department of Parks and aggregated to the neighborhood cluster its student/teacher ratio to the
Recreation, 2012 level by DC KIDS COUNT.
DC Public Charter School Board
Notes: Notes: One recreation center, Bald
EDUCATION individually, and the method
Eagle Recreation Center, is in a non-cluster
of calculating the ratio is not
area. Recreation centers tabulated from
DPR website in September 2012, geocoded Indicator: Free/Reduced-price lunch students standardized, so the student/
using the DC Master Address Repository, Measure: Percent of students eligible classroom teacher ratio for charter
aggregated to neighborhood cluster level for free and reduced-price lunch schools is less reliably valid than that
and mapped by DC KIDS COUNT. who are attending a public school in of DCPS schools.
the neighborhood / total number of
Indicator: Home Ownership students attending a public school in the Indicator: Test Performance
Measure: Percent of housing units that are neighborhood. Measure: Percent of students
owner-occupied Source:DC Office of the State
proficient and above in reading who
Source: U.S. Census Bureau, 2010 Superintendent of Education (OSSE),
attend school in the neighborhood.
Decennial Census school year 2011-12
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org
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Percent of students proficient and The adjusted cohort method was HEALTH
above in math who attend school in implemented for the first time in
the neighborhood. 2011, to better comply with No Child Note: We have worked with the DC
Source: DC Office of the State Left Behind reporting requirements. Department of Health Care Finance to
Superintendent of Education, DC Because of a small number of obtain data on child-well and dental
Comprehensive Assessment System high schools, data are reported for visits for Medicaid-enrolled children.
(DC CAS) 2011 Score Reports individual schools rather than the These data were not available in time to
Notes: No schools are in non-cluster neighborhood cluster as a whole. be included on the neighborhood maps.
areas. Ward-level data can be accessed at the
Students are tested in grades 3-8 Indicator: Child Care Capacity DC KIDS COUNT data center.
and grade 10. Schools without test Measure: Number of infant and
scores were not included. Certain toddler slots in licensed child Indicator: School-Based Mental Health
special education, alternative and development centers and homes. Measure: Number of schools with
online schools that had test scores Source: DC Office of the State school mental health programs
were not included in the analysis: Superintendent of Education, 2012 Source: DC Department of Mental
Maya Angelou PCS (Shaw campus), Notes: In centers and homes in non- Health, 2012 School Mental Health
Sharpe Health School, Mamie D. Lee cluster areas, there are 109 infant- Program Directory
ES, Hamilton Center, Options PCS, toddler slots.
Prospect Learning Center, St. Coletta Locations were tabulated, Indicator: Environmental Health
Special Education PCS, Transition geocoded and aggregated to Measure: Rate of asthma related
Academy at Shadd, Ballou STAY HS neighborhood cluster by DC KIDS emergency department visits per
and Community Academy online. COUNT using the DC Master 10,000 children.
Oyster-Adams Bilingual School Address Repository. Data represent Source: DC Department of Health,
has an upper and lower campus that all licensed childcare providers, Community Health Administration
are located in two neighborhood including those affiliated with an Note: DC KIDS COUNT aggregated
clusters; they are considered employer. ZIP code-level data to neighborhood
separately for this analysis, with the clusters using population weights
test scores of the lower campus Indicator: Youth Ready to Enter the based on block-level population
(grade 3) grouped with Cluster 15 and Workforce data from the 2010 Census. At the
scores of the upper campus (grades Measure: Percent of people ages 16- neighborhood level, these data
4-8) grouped with Cluster 1. 24 currently employed represent close estimations. Data
Source: U.S. Census Bureau, 2006- represent the number of visits, not
Indicator: Four Year Graduation Rate 2010 American Community Survey the number of children. One child
Measure: Adjusted Cohort Graduation Notes: In non-cluster areas, 80 may have had multiple visits to the
Rate, which is the percent of percent of people ages 16-24 are emergency department.
individual students who enroll in the employed.
ninth grade and graduate four years Equals “number of civilian
later with a diploma. residents employed / (civilian
Source: DC Office of the State residents employed + civilian
Superintendent of Education, 2011 residents unemployed).” Data do
State Reports not include military personnel or
Notes: No schools are in non-cluster residents out of the workforce.
areas.
DC Action for Children • 1432 K Street, NW, Suite 1050, Washington, DC 20005 • 202-234-9404 • @ActforDChildren • [email protected] • www.dckids.org