Assessing
the
Region Via Indicators
Education and Youth Preparedness
(Second Edition)
The State of the
G reat central valley
of California
Supporting the economic, social, and environmental
well-being of California’s Great Central Valley
G r e at Va l l e y C e n t e r
2 0 1 N e e d h am S t r e e t, M o d e s t o , C A
Te l : 2 0 9 / 5 2 2 - 51 0 3 F ax : 2 0 9 / 5 2 2 - 511 6
w w w. g r e at va l l e y. o r g i n f o @ g r e at va l l e y. o r g
ABOUT THE GREAT VALLEY CENTER
Founded in 1997, the Great Valley Center is a nonprofit
organization working in partnership with the University of California,
Merced to support the economic, social and environmental well-being of
California’s Great Central Valley.
WE WELCOME YOUR COMMENTS
The Great Valley Center
201 Needham Street
Modesto, California 95354
(209) 522-5103
info@greatvalley.org
www.greatvalley.org
REPORT ADVISORS
Lynn DeLapp
Partner, Davis Consultant Network
Sally Frazier
Superintendent, Madera County Office of Education
Jeff Holland
Superintendent, Sutter County Office of Education
Kate Karpilow
Executive Director
California Center for Research on Women & Families, Oakland
Mike Kirst
Stanford University, School of Education
Marcy Masumoto
Central Valley Educational Leadership Institute, CSU Fresno
PreK-12 Education Work Group, CA Partnership for the San Joaquin Valley
Camden McEfee
Partner, California Strategies, Sacramento
Ana Pagan
Director, Merced County Human Services Agency
Larry Reider
Superintendent, Kern County Office of Education
Kay Spurgeon
Superintendent, Colusa County Office of Education
Supporting the economic, social, and environmental
well-being of California’s Central Valley
201 Needham Street
Modesto, CA 95354
Phone: (209) 522-5103
Fax: (209) 522-5116
www.greatvalley.org
October 2008
Dear Friends:
This is the second edition of Assessing the Region Via Indicators - Education and Youth Preparedness in The
State of the Great Central Valley series. Like our initial report in 2004, it examines the state of education
in the region and the level of preparation its young people have to succeed in school, live healthy lives, and
participate in community life. The data focuses on four overarching topics: family and home life, poverty
and children, education, and child health.
Previous reports in the series have gauged the economy, community well-being, the environment, and public
health. This examination of education and youth preparedness marks the completion of the second cycle.
The reports have identified a number of serious challenges that are likely to increase as the population of the
Valley does. While agriculture is the heart of the Valley economy, urbanization is putting pressure on these
resource lands. Growth is impacting traffic flow, air quality and other aspects of community well being. So
can we have a great Valley? The answer is no, unless there is greater investment in the region and its systems
at this critical point in time.
The report profiles a region of 19 counties, an area that is growing faster than most of the rest of the
state and almost all of the country. With an overall large immigrant population, the Valley is becoming
increasingly diverse—culturally, linguistically, and ethnically. In the report, you will find a look at the
Valley’s three subregions, and county-level data. To the south, the San Joaquin Valley is characterized by
agriculture, oil and gas development, and expanding urbanization. The Sacramento Region is relatively
urbanized and is increasingly looking like larger metropolitan areas on the coast. The North Valley is less
densely populated and less urbanized. In addition to these subregional differences in character, the data
demonstrate varying levels of performance and highlight specific issues worth greater attention.
Overall, poverty and unemployment are high. There is a deficit of good jobs and a population that, as a
whole, has relatively low education levels. Fewer high school students graduate or are ready for college than
in other parts of the state. There is much poverty and relatively little access to health care. It is a foundation
that must be strengthened if the region is to provide a decent home and a promising future for today’s
youth.
The report has been funded in large part by Paramount Agricultural Companies and Kaiser Permanente.
Not only have Paramount and Kaiser consistently supported the Great Valley Center, their leaders are
tremendously committed to improving educational outcomes in the Valley. Thank you for making a
difference in many ways.
Sincerely,
David H. Hosley
President
T h e S tat e o f t h e G r e at C e n t ra l V a l l e y —
E d u c at i o n a n d Y o u t h P r e par e d n e s s
Assessing the Region Via Indicators
(Second Edition)
How to Use this Report:
What are Indicators?
Indicators are powerful tools for monitoring and
tracking overall quality of life and for comparing
performance against goals or benchmarks. They
help communities monitor conditions by providing
a baseline against which future changes can be
measured. Indicators help to answer important
questions such as how well the economy is
functioning, how the schools are doing, or whether
air and water quality are improving or worsening.
The data presented are a snapshot of information
providing tools for measuring the community wellbeing of the Valley. The report offers data, analysis,
and structure which can be used as a benchmark
for assessing the progress of the Valley, providing
valuable comparative information at the county,
subregional, regional, and state levels.
The indicators do not present the entire picture
of conditions or issues in the Valley, but they may
serve as a guide and model for further research and
dialogue. As with any indicator effort, the data
should be used with the understanding that there is
much more information available to create a more
complete, and sometimes more local, assessment.
What are Good Indicators?
A good indicator has several characteristics:
• It addresses the fundamental part of long-term
regional or community well-being.
• It is clear and understandable.
• It can be tracked, is statistically measured at
regular intervals, and comes from a reliable
source.
• It is easy to communicate in concept as well as in
terms of its value and importance to the region.
• It measures an outcome rather than an input.
About this Report:
Since 1999, the Great Valley Center has produced
an annual report in the five-part State of the Great
Central Valley series. The themes are updated in
five-year increments. This publication is a follow-up
to the first education and youth preparedness report
released in 2004 and authored by Nancy Goodban,
Ph.D.; Mary Jo Ortiz, M.A.; John Hedderson, Ph.D.;
and Lisa Branton, M.S. Other reports in the series
cover The Economy, The Environment, Community
Well-Being, and Public Health and Access to Care.
2
Recommendations
Taken together, the indicators in this report suggest five strategies related to
education and youth preparedness that can improve outcomes in the Great
Central Valley.
1
Invest in Early Childhood
High rates of single parent families, poverty, and children in foster care leave many Valley children
disadvantaged from the start. The region’s growing youth population will only increase the demand
for a combination of strong families, supportive communities, and committed schools so critical
to cultivating confidence in, and capturing the enthusiasm of, children early on which can help
prevent young people from engaging in high-risk behavior or falling behind in school later in their
adolescence.
2
Create Links from Preschool through Postsecondary Education
3
Capitalize on the Momentum Surrounding the High School Dropout Issue
Increasing college attendance and completion is one step in moving toward a prosperous region with
greater equality for all. But starting to encourage and inspire young people to pursue an education
beyond high school, even as early as middle school, is not always enough. Establishing clear and proven
pathways from preschool all the way to postsecondary education will help create a culture in which a
range of choices result in a qualified workforce for the region.
It has been commonly known for a long time that California schools have a severe dropout problem,
but with the release of more specific and accurate data, the opportunity to better understand the true
nature of the issue has been presented once more. Finding the right balance between building college
aspirations and providing vocational training, with a concerted effort from both community leaders
and educators, must be sought to create effective systems to engage students in an education that will
successfully lead them through high school to a meaningful career.
4
5
Reduce Poverty
Poverty is devastating and there are not enough public funds to provide for the poor in the Central
Valley. Economic development efforts, job training, the business community, and the educational
system must work in concert to develop a skilled workforce that will have food, shelter, necessities,
and hope for a secure future. Without greater self-sufficiency, the Valley and its youth will continue
to experience the high levels of poverty that are at the root of chronic underperformance.
Know the Needs of Rural Communities
Because of their small population counts, data is often not available for rural counties in national
surveys such as the American Community Survey of the U.S. Census Bureau. By investing resources
into understanding the challenges of a community and having current and accurate data, more
appropriate and effective solutions can be developed.
3
T h e G r e a t C e n t ra l V a l l e y
Because different parts
of the Valley have
different characteristics,
the region has been divided
into the following subregions:
• North Sacramento Valley
(5 counties—Butte, Colusa,
Glenn, Shasta, and Tehama);
• Sacramento Metropolitan Region
(6 counties—El Dorado, Placer,
Sacramento, Sutter, Yolo, and Yuba);
• San Joaquin Valley
(8 counties—Fresno, Kern, Kings, Madera,
Merced, San Joaquin, Stanislaus, and Tulare).
To give context to the data, statewide and regional
data are presented.
• San Francisco Bay Area
(9 counties—Alameda, Contra Costa, Marin, Napa, San
Francisco, San Mateo, Santa Clara, Solano, and Sonoma);
• Los Angeles Region
(5 counties—Los Angeles, Orange, Riverside, San Bernardino, and Ventura).
4
of
California
Table of Contents
F a mi
ly
& H o me
Life
6
7
C h i l d P o p u l at i o n
Children
in
Single Parent Families
8
9
Child Care
C h i l d M a lt r e at m e n t
10
Foster Care
11
Poverty & Children
Children Living
in
13
14
Poverty
F o o d S ta m p P a r t i c i pat i o n
15
Students Enrolled
Meal Programs
16
in
F r e e /R e d u c e d P r i c e
Education
17
C h i l d r e n A t t e n d i n g P r e sc h o o l
18
English Learners
19
Third Grade Reading Scores
22
Teacher Quality
23
S c h o o l C a pa c i t y
24
Truancy
25
High School Dropouts
26
Students Taking
28
the
SAT
29
UC/CSU Eligible Students
Child Health
30
H e a lt h I n s u r a n c e
31
D e n ta l I n s u r a n c e
32
P h y s i c a l F i t n e ss
33
Childhood Obesity
34
Juvenile DrugBirths
to
and
A l c o h o l -R e l at e d A r r e s t s
35
36
Teens
Low Birth Weight Babies
38
D ata S o u r c e s
39
C i tat i o n s & D e f i n i t i o n s
40
5
Family & Home Life
As some of the single greatest influences in a young person’s life, the family and
conditions at home can either positively or negatively affect the development of
children. Additionally, by understanding the changing demographics of today’s
child population, we can better plan for the future needs in the region.
•
The ethnicity of the Valley’s child population is shifting. Between 2000 and 2008, the percentage of children who are Hispanic surpassed the percent of children who are white: in 2000, 39% of children were Hispanic and 43% were white, but in 2008, 45% are Hispanic and 37% are white.
•
The Valley’s population is more youthful than the population in the rest of the state; there are 45 children under 18 for every 100 people of working age, compared to 42 statewide.
•
A higher percentage of children are living in single-parent families in the Valley (34%) than in the state overall (31%).
•
In addition to a lack of licensed child care throughout the region, child care costs are overly burdensome, requiring up to 65% of a Valley minimum wage earner’s wages.
•
The percentage of children in the Valley who have been abused or placed in foster homes because of abuse and neglect has declined in recent years. However, Valley rates are still higher than rates in the San Francisco Bay Area and Los Angeles Region, especially in the North Sacramento Valley.
With a rapidly changing youth
demographic, issues of diversity
are becoming a more important
focus for Valley schools.
Martone Elementary School in
Modesto implemented a School
Soul Success program to help
students, parents, and faculty
on conflict problem-solving with
a greater sensitivity of the role
that cultural diversity plays.
Activities were conducted in both
English and Spanish.
6
Life
Home
Child Population
Family
&
The Valley has a higher ratio of youth dependents
than the state as a whole and other California
regions.
Definition:
Meanwhile, the racial/ethnic makeup of the Valley’s
child population has shifted since 2000. The
proportion of whites to Hispanics has changed from
44% and 39% in 2000 respectively to 37% and 45%
in 2008, continuing a decades-long trend in the
state. There has been little to no change among
percentages for other racial groups.
Youth Dependency Ratio: This rate is the number of
children under age 18 per 100 persons of working
age (18 to 64).
Child Population: This presents estimates of the child
population age 0-17 broken down by race/ethnicity.
Hispanics of all races are included in the Hispanic
category.
Missing from the population data are many
undocumented immigrants, undercounted in the
census and ineligible for many public services.
Undocumented immigrants are more likely to live
in poverty and social isolation and, as a result, their
children have less access to health care, education,
and other resources.
Why is it important?
• The child population data spotlights the children
who currently need to be nurtured and gives a
snapshot of future adult demographics. The youth
dependency ratio is an important gauge of the
relationship between the number of children who
need to be cared for and the number of potential
workers available to help support them. A high
youth dependency ratio means there is a greater
demand on public services such as schools and child
welfare, as well as on public/private systems such as
child care and health care.
YOUTH DEPENDENCY RATIO
2006
60
54
50
48
50
47
47
42
California 42
36
34
• Exposure to racial and ethnic diversity can enrich
the social and educational experience. Families
from different backgrounds may bring different
cultural beliefs in areas such as health, education,
and religion. Health providers, schools and other
agencies need to provide programs that are culturally
responsive to all groups to be effective.
33
47
42
35
34
30
20
10
no
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n
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es
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ra
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0
Source: U.S. Census Bureau
http://factfinder.census.gov
How are we doing?
The Valley has a higher youth dependency ratio
than California overall, with 45 children under 18
for every 100 people of working age, compared to
42 in the state as a whole. This is almost entirely
accounted for by the San Joaquin Valley, which has
a youth dependency ratio of 49, compared to the
North Sacramento Valley (36) and the Sacramento
Metropolitan Region (40). In all, 13 of the 19
counties in the Valley have youth dependency ratios
greater than or equal to the state’s.
54
47
45
43
39
40
48
CENTRAL VALLEY CHILD POPULATION (AGE 0-17) BY RACE/ETHNICITY
2000-2008
100%
80%
60%
40%
20%
0%
2000
7
2001
2002
2003
2004
2005
2006
2007
2008
White
Asian/Pacific Islander
American Indian
Hispanic
Black
Multiracial
Source: California Department of Finance
http://www.dof.ca.gov/Research/Research.php
Life
Home
Children in Single Parent Families
Family
&
More than 30% of children are living in single
parent families in nearly all Valley counties.
Definition:
How are we doing?
This indicator measures the percent of children age
0-17 living in families with only one parent.
Overall, more Valley children live in single parent
families (34%) than children throughout the state as
a whole (31%), the San Francisco Bay Area (26%),
and the Los Angeles Region (33%).
Why is it important?
• Single parents generally have less time and fewer
financial resources to meet their children’s needs than
married couples.
However, within the Sacramento Metropolitan
Region, all counties except Sacramento County
(32%) are at or below the state percentage. All other
counties in the Central Valley are at or above the
state percentage.
• Children in single parent families can be at
a disadvantage in receiving the guidance,
encouragement, and financial support critical to their
development into healthy, self-sufficient adults.
NOTE: Data was not available for the North Sacramento Valley counties of
Colusa, Glenn, and Tehama.
PERCENTAGE OF CHILDREN (AGE 0-17) LIVING IN SINGLE PARENT FAMILIES
2006
PERCENTAGE OF CHILDREN (AGE 0-17) LIVING IN SINGLE PARENT FAMILIES
2006
50%
50%
43
41
40%
34
32
California 31
40%
38
37
35
31
30%
27
31
31
32
27
30%
22
26
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Sa
n
Me
rc
ed
aq
u
i
St
an n
isl
au
s
Tu
lar
e
North Sacramento
Sacramento
Valley
Metropolitan Region
Jo
s
ra
de
Ma
rn
ng
Ki
no
Ke
Fr
es
Yu
ba
r
lo
Yo
tte
Su
er
en
cr
am
ac
Sa
ra
Do
El
Pl
ta
as
to
0%
do
0%
tte
10%
Bu
California 31
33
20%
10%
Sh
36
29
19
20%
Central Valley 34
38
33
Source: U.S. Census Bureau
http://factfinder.census.gov
Source: U.S. Census Bureau
http://factfinder.census.gov
8
Life
Home
ch i l d c a r e
Definition:
Why is it important?
• Children who receive quality early childhood
education enter school more ready to learn, have
better language, math and social skills, experience
fewer grade retentions, and have higher high school
graduation rates.
Child care availability: Availability is measured
as the percentage of children age 0-13 who have
working parents and for whom there are child care
slots available in either a licensed child care center or
licensed family child care homes. All group child care
is required to be licensed by the State of California.
When a paid caregiver cares for children of only one
other family besides their own they are exempt from
licensing requirements. Exempt providers include
paid nannies, relatives, friends, or neighbors receiving
state-subsidized child care payments for low-income
working families. These exempt providers are not
included in the child care licensing figures. Afterschool centers that are exempt from licensing
requirements are also excluded from these counts.
• Affordable child care allows more mothers to
participate in the workforce.
How are we doing?
In the Valley, there are licensed child care spaces for
27% of children who need child care, matching the
state percentage. The child care shortage is most
acute in the San Joaquin Valley, where there are
spaces available for only 23% of children who need
care. However, only two counties in the North
Sacramento Valley and Sacramento Metropolitan
Region have a lower percentage than California as a
whole.
Child care affordability: Affordability is measured as
the percent of annual California state minimum wage
($15,600) that was needed to place a child up to 24
months of age in a licensed child care center during
2006.
Child care affordability varies throughout California.
Statewide, a minimum wage earner would need to
pay 48% of his or her wages to cover the cost of
child care for a child between the ages of 2 and 5 in
a licensed child care center. In general, child care
is less costly in the Valley (45% of wages) than in
the San Francisco Bay Area (59%), the Los Angeles
Region (49%), and the state overall.
PERCENTAGE OF STATE MINIMUM WAGE NEEDED TO PLACE A CHILD (AGE 2-5) IN A
LICENSED CHILD CARE CENTER
2006
PERCENTAGE OF CHILDREN (AGE 0-13) WITH CHILD CARE NEEDS MET BY LICENSED CARE
2006
45%
50%
43
40%
31
25%
30
29
27
24
43
43
50
47
43
45
43
44
45
43
43
44
43
43
29
California 27
25
25
24
21
20
20%
44
49
40%
35%
29
48
California 48
46
43
38
36
30%
Family
&
Child care remains expensive and there continues to
be a shortage of licensed care in the Valley.
25
24
23
30%
19
20%
15%
10%
10%
5%
Source: California Child Care Resource & Referral Network
http://www.rrnetwork.org/our-research/2007-portfolio.html
Population data: California Department of Finance
http://www.dof.ca.gov/Research/Research.php
Parental Labor Force data: U.S. Census Bureau, 2000 Census
http://www.census.gov/main/www/cen2000.html
9
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0%
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0%
Source: California Child Care Resource & Referral Network
http://www.rrnetwork.org/our-research/2007-portfolio.html
2004-05 Regional Market Rate Survey of California Child Care Providers
Life
Home
Child Maltreatment
Family
&
The North Sacramento Valley has a child
maltreatment rate nearly twice that of the state as a
whole.
Definition:
the greatest risk factors for both child maltreatment
and domestic violence is parental drug and alcohol
abuse. Abusive parents have often been abused as
children. Other risk factors include family stresses
such as poverty and social isolation.
Child maltreatment rates measure the percent of
children age 0-17 for whom there is a substantiated
report of child abuse or neglect in each county. That
is, a social worker has investigated an allegation of
child maltreatment and determined that child abuse
or neglect has in fact taken place. Children with
substantiated reports of child abuse or neglect in
multiple counties are counted once in each reporting
county.
How are we doing?
Since 2000, the rate of substantiated child
maltreatment referrals has steadily declined in
the Central Valley (14.0 per 1,000 in 2006) but
continues to be significantly higher than the rates of
the state (10.8) and other California regions.
Why is it important?
• Abused children suffer from an array of emotional,
cognitive, and behavioral problems which may
include suicide, substance abuse, depression, and
academic problems. Children who are abused or
neglected are more likely to repeat the cycle of
violence into the next generation, through entering
into violent relationships or abusing their own
children.
The North Sacramento Valley has a particularly
high rate at 21.1 substantiated referrals per 1,000
children, a rate nearly twice as high as that of
the state overall. While lower, the rates for the
Sacramento Metropolitan Region (13.6) and the
San Joaquin Valley (13.4) are still higher than the
San Francisco Bay Area (7.2) and the Los Angeles
Region (10.4).
• Child abuse and neglect is under-reported and is
found in families of all socioeconomic levels and
ethnic groups.
Among Valley counties, only four counties have a
child maltreatment rate lower than California as a
whole: Fresno (9.1), Madera (10.0), Sutter (10.0),
and Tulare (9.7).
• Domestic violence between adult partners is present
in up to 64% of child maltreatment cases.1 One of
RATE OF SUBSTANTIATED CHILD MALTREATMENT REFERRALS (PER 1,000 CHILDREN)
2000-2006
RATE OF SUBSTANTIATED CHILD MALTREATMENT REFERRALS (PER 1,000 CHILDREN)
2006
24.7
25
25
22.2
22.0
19.5 19.5
20
15
20
17.4
17.2
17.4
16.4
14.6
15.1 15.0
14.6
12.0
11.4 11.4
10.0
10
California 10.8
9.1
9.7
0
Sa
Fr
es
Do
Source: UC Berkeley Center for Social Services Research (CSSR) / CA Department of Social Services
http://cssr.berkeley.edu/ucb_childwelfare/
12.2
12.1
12.0
11.4
11.0
11.4
7.3
7.8
2000
no
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Ma s
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0
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15.4
15.2
14.0
10
5
Bu
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a
16.5
15
11.7
10.0
16.9
2001
California
7.0
2002
11.4
11.2
11.0
10.8
10.6
10.7
10.4
10.4
6.7
6.8
6.8
7.2
2004
2005
2003
Central
Valley
San Francisco
Bay Area
2006
Los Angeles
Region
Source: UC Berkeley Center for Social Services Research (CSSR) / CA Department of Social Services
http://cssr.berkeley.edu/ucb_childwelfare/
10
Life
Home
Foster Care
Family
&
The Valley has a higher rate of first entries to foster
care compared to the state.
How are we doing?
Definition:
First Entries: This measures the number of children
age 0-17 per 1,000 who were removed from their
homes due to child abuse or neglect and entered
child welfare-supervised foster care for the first time
in 2006.
Mirroring the trends for the rates of substantiated
child maltreatment referrals, first entries to foster
care rates have declined in the Central Valley since
1998, but still remain higher than those of California
as a whole and other California regions.
Exits to Permanency: This measures the percentage
of children age 0-17 who were discharged from the
foster care system to a permanent home after 24
months or more in care prior to turning 18 in 2006.
At 7.0 per 1,000 children in 2006, the North
Sacramento Valley rate of entry to foster care is more
than double that of California (3.2) and is higher
than other Valley subregions, the San Francisco Bay
Area (2.3), and the Los Angeles Region (3.2).
Why is it important?
Length of stay in foster care is an indication of how
quickly child welfare is able to resolve the problem
that led to the child’s removal. When children are
removed from their parents’ care, child welfare tries
to find a safe environment with relatives. When
that is not possible they are placed in non-kin foster
homes or group homes. The goal is reunification
with the parents or another permanent plan for the
child. All Valley subregions, and all but five Valley
counties (Colusa at 8%, Glenn at 11%, Sacramento
at 12%, Fresno at 14%, and Stanislaus at 16%), do
as well as or better than the state (17%), the San
Francisco Bay Area (15%), and the Los Angeles
Region (20%) in finding permanent homes for foster
care children.
• Foster care provides a safety net for children who
have been removed from their homes by child welfare
services due to child abuse or neglect. Public policy
and law generally hold that a child’s best interests are
served by being with their parents and social service
agencies work to strengthen the family with the goal
of reunification.
• Children who are removed from their home may
feel socially isolated and depressed. In addition,
many children are moved from one foster setting to
another. They are at risk for behavioral problems,
drug and alcohol use, and delinquency. Those who
remain in foster care until they “age out” at 18 often
end up homeless.
• Foster children are more likely to have physical and
mental health problems and do poorly in school.
EXITS TO PERMANENCY FROM FOSTER CARE AFTER 24 MONTHS OR MORE IN CARE
2006
RATE OF FIRST ENTRIES TO FOSTER CARE
1998-2006
9
30%
8
7
25%
6.9
6.1
6.4
6.4
Central Valley 21
6
5
20%
4.8
4.2
4
3
26
6.2
3.8
4.3
3.8
3.6
4.7
4.2
4.2
4.1
3.5
3.4
3.5
3.5
3.6
3.4
3.2
2.8
2.5
2
4.6
4.6
4.2
3.3
3.2
2.8
3.1
3.2
2.3
2.2
2.3
2004
2005
2006
3.1
15%
21
California 17
20
17
15
10%
5%
1
0
0%
1998
1999
California
2000
2001
Central
Valley
2002
2003
San Francisco
Bay Area
Los Angeles
Region
Source: UC Berkeley Center for Social Services Research (CSSR) / CA Department of Social Services
http://cssr.berkeley.edu/ucb_childwelfare/
11
North Sacramento
Sacramento
Valley
Metropolitan Region
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: UC Berkeley Center for Social Services Research (CSSR) / CA Department of Social Services
http://cssr.berkeley.edu/ucb_childwelfare/
Life
Home
ISSUE BRIEF
Family
&
KINSHIP SUPPORT SERVICES
For many reasons, including incarceration,
substance abuse, child maltreatment, mental or
physical illness, and military deployment, some
parents find that they are unable to care for their
children. In such cases, there are two out-ofhome care options for their children: the foster
care system or kinship care with a relative or close
friend.
The desire for family unity is often the motivating
factor for relatives—grandparents, aunts and
uncles, siblings, stepparents, or close family
friends—to care for a family member’s child or
children. The vast majority of these arrangements
are on an informal and sometimes unexpected
basis, leaving the caregivers unprepared and
unsupported for the new responsibilities that
come along with raising a child. Kin caregivers must provide for basic needs, establish primary medical care,
navigate unfamiliar government and school systems, and learn how best to care for a child who, oftentimes,
has special needs.
In partnership with Placer County Health and Human Services and Sierra Adoption Services, the Child
Abuse Prevention Council of Placer County implemented a new Kinship Support Services Program (KSSP) in
January 2008, providing additional support for kin caregivers and the children in their care. KSSP services are
offered at the Auburn and Roseville Family Resource Centers, both projects of the Child Abuse Prevention
Council Placer. KSSP staff at the Family Resource Centers link caregivers and children to a variety of support
resources, including health insurance enrollment, case management and system navigation, after-school
tutoring and enrichment programs, counseling, one-on-one and group support, brief respite, social activities
and networks, parent coaching and education, workshops, and information and referral.
Currently, 26 California counties have established or are developing their own Kinship Support Services
Programs, seven of which are located in the Central Valley. The programs, funded by the California
Department of Social Services, are an important way to help create a stable environment for children from
fragile families.
For More Information:
Child Abuse Prevention Council Placer: www.childresources.org.
Kinship Care division of the California Department of Social Services: www.childsworld.ca.gov/PG1351.htm.
12
Poverty & Children
One of the greatest challenges facing the Valley is the high rate of poverty.
Poor children are more likely to go hungry, live in inadequate housing
and unsafe neighborhoods, and have poor access to health care. They are
less likely to be in good health and succeed in school and more likely to be
involved in the criminal justice system. The region’s children, especially
those in the San Joaquin Valley, fare worse than children statewide on all
the economic indicators measured here.
• Twenty-two percent of the Valley’s children are living in poverty, compared to 18% in the state overall. More than one in four children in the San Joaquin Valley live
in poverty.
• Twice as many Valley households (8%) receive food stamps than statewide (4%).
• More than 50% of children in the Valley and statewide are enrolled in free or reduced price meal programs at school.
The Community Food Bank in
Fresno provides nutritious food
for 50,000 people, 38% of which
are children, living in isolated,
rural communities with little
access to fresh produce each
week. Through their Kids Café
and Mobile Pantry programs,
they are also educating parents
and children how to prepare
healthy meals and maintain a
balanced diet.
Photo provided by Community Food Bank.
13
Children Living in Poverty
More than 1 in 4 children live in poverty in the San
Joaquin Valley.
Definition:
How are we doing?
Children Living in Poverty: This indicator represents
the number of children under the age of 18 living
below the Federal Poverty Level in 2006. (In 2006,
the poverty threshold in California for a family of
two adults and two children was $20,444.)
The Central Valley (22%), overall, has a higher
percentage of children living in poverty than the
state (18%), particularly in the San Joaquin Valley
(26%). Both the North Sacramento Valley and
the Sacramento Metropolitan Region are at 15%, 3
percentage points below the state average.
&
Why is it important?
poverty
ch i l d r e n
Parental Unemployment: This indicator is measured
as the percentage of children living in two-parent
households in which neither parent is working or in
single-parent households in which the one parent is
not working.
• Children in poverty live in stressful environments
without the necessities most children have, such as
adequate nutrition and aid in physical and cognitive
growth and development.
In six of the eight counties of the San Joaquin Valley,
more than 1 in 4 children live in poverty. San
Joaquin County (19%) and Stanislaus County (20%)
are the two exceptions, yet still have rates higher than
that of the state as a whole.
At 12%, parental unemployment in the Central Valley
is higher than the state as a whole (9%), the San
Francisco Bay Area (7%), and the Los Angeles Region
(9%). Only three Valley counties (El Dorado, Placer,
and Sutter at 5%)—all located in the Sacramento
Metropolitan Region—have rates lower than the
state.
• Children from poor families are less likely to further
their education and have a stable job and income as
adults and are more likely to have poor health.
Of the Valley counties measured, all have a lower
median household income than the state, which was
$74,801 in 2006.
NOTE: Data was not available for the North Sacramento Valley counties of
Colusa, Glenn, and Tehama.
PERCENTAGE OF CHILDREN (AGE 0-17) LIVING IN POVERTY
2006
PERCENTAGE OF CHILDREN (AGE 0-17) LIVING WITH UNEMPLOYED PARENT(S)
2006
18%
35%
32
30%
29
29
16
16
30
28
28
15%
14
14
20%
California 18
17
17
16
12%
19
18
12
12
12
12
s
23
12
12
ar
e
25
25%
11
20
10
10
California 9
9%
15%
6%
10%
5
5
5
8
5
5%
3%
Source: U.S. Census Bureau
http://factfinder.census.gov
isl
au
an
Tu
l
d
n
ui
St
rc
e
aq
Jo
Sa
n
Me
s
ra
de
Ma
rn
ng
Ki
no
Ke
es
Fr
ba
Yu
r
lo
Yo
to
tte
en
am
cr
Sa
Su
o
er
ac
Pl
ra
d
El
Do
ta
as
Sh
tte
St
an
Bu
n
isl
au
s
Tu
lar
e
d
ui
aq
Jo
s
ra
rc
e
Sa
n
Me
de
Ma
rn
ng
Ki
no
Ke
es
Fr
ba
Yu
r
lo
tte
Yo
Su
er
to
cr
am
en
o
ac
Sa
ra
d
Pl
Do
El
as
Sh
Bu
ta
0%
tte
0%
Source: U.S. Census Bureau
http://factfinder.census.gov
14
food stamp participation
Food stamp rates are highest in the San Joaquin
Valley.
In 2007, the US Census Bureau changed how
they classify the race and ethnicity of food stamp
participants. Prior to 2007, the Census Bureau
only tracked the ethnicities of food stamp recipients.
Beginning in 2007, participants were instructed to
indicate if they were Hispanic or Latino in addition
to selecting a race, such as white, black, or Asian. As
a result, racial data collected after 2006 cannot be
compared with ethnic data from previous years.
Why is it important?
• The food stamp program is the cornerstone of
federally-funded food assistance to low-income
families, including those moving from welfare to
the workforce. Food stamps provide a safety net by
providing families resources to buy food. Access to
food stamps helps to ensure adequate nutrition for
children, providing a stronger foundation for healthy
growth and development and success in school.
&
counties have the same or lower rate of food stamp
participation as the state: El Dorado (2%), Placer
(1%), and Yolo (4%). All three are located in the
Sacramento Metropolitan Region. In the San
Joaquin Valley, all counties have a rate of at least 7%
(San Joaquin and Stanislaus) and most are more than
10%.
poverty
A food stamp recipient is a person receiving food
stamp coupons that can be exchanged for groceries.
In general, households are eligible for food stamps
only if their gross monthly income is less than 130%
of the Federal Poverty Level ($2,097 for a family of
four in 2006) and their net income is less than 100%
of the federal poverty level ($1,613 for a family of
four in 2006). Families on TANF 2/CalWORKs 3
are also generally eligible for food stamps.
Undocumented immigrants are not eligible to receive
food stamps. This indicator represents the percent of
the total population receiving food stamps.
ch i l d r e n
Definition:
Within the Valley, the largest racial/ethnic groups
to participate in food stamp programs in 2006 were
whites (39%) and Hispanics (38%). In the San
Joaquin Valley, 52% of households receiving food
stamps were Hispanic, 31% white, 10% Black, 6%
Asian/Pacific Islander, and 1% American Indian/
Alaskan Native.
How are we doing?
Nearly twice as many Central Valley households
receive food stamps (just under 8%) than the
state as a whole (just over 4%). Only three Valley
NOTE: Data was not available for the North Sacramento Valley counties of
Colusa, Glenn, and Tehama.
PERCENTAGE OF PARTICIPATING VALLEY HOUSEHOLDS IN FEDERAL & STATE FOOD PROGRAMS
BY RACE/ETHNICITY
2006
.1%
PERCENTAGE OF HOUSEHOLDS RECEIVING FOOD STAMPS
2006
14%
13
12
12%
11
14%
10
10%
10
9
39%
8%
7
7
7
7
7
6
6%
5
4
California 4
4%
38%
2
2%
1
1%
e
8%
ar
Tu
l
n
us
St
an
isl
a
ed
ui
rc
aq
Me
Sa
n
Jo
s
ra
de
Ma
rn
ng
Ki
no
Ke
Fr
es
r
lo
Yu
ba
Yo
tte
Su
to
en
er
Sa
cr
am
do
ac
ra
Do
El
Pl
ta
as
Bu
Sh
tte
0%
Source: California Department of Social Services
http://www.cdss.ca.gov/research/PG355.htm
15
White
Asian/Pacific Islander
American Indian/Alaskan Native
Hispanic
Black
Other
Source: California Department of Social Services
http://www.cdss.ca.gov/research/PG355.htm
s t u d e n t s ENROLLED IN
f r e e / r e d u c e d P r i c e M e a l P ROGRAM S
More than 60% of all students in the Central Valley
were enrolled in school meal programs, including
70% or more of students in Colusa, Merced, and
Tulare.
Definition:
poverty
&
ch i l d r e n
This indicator measures the percent of the student
• population age 5-17 enrolled in free or reduced
price meal programs at school. Eligibility is based
on family income. If the gross family income is less
than 130% of the Federal Poverty Level ($26,845
annually for a family of four in 2007-2008) the child
is eligible for free meals; if the gross family income is
below 185% of the federal poverty level ($38,203 for
a family of four in 2007-2008) the student is eligible
for reduced price meals.
• The free or reduced price meal programs provide
meals that follow the daily dietary guidelines from
the American Dietetic Association. School meals
contain more key nutrients than many lunches
brought from home or bought elsewhere and are
required to limit fat calories to 30% of total calories.
The meal programs are vital to ensuring that lowincome youth receive adequate nutrition.
How are we doing?
Fifty-four percent of California students and 56% of
Valley students are enrolled in school meal programs.
In the San Joaquin Valley, 62% of students are
enrolled, compared to 52% in the North Sacramento
Valley and 43% in the Sacramento Metropolitan
Region.
Why is it important?
• Low-income parents sometimes cannot afford to buy
nutritious food for their children. Children who
are hungry have trouble learning, and malnutrition
can interfere with physical and cognitive growth.
For younger children, even mild malnutrition can
negatively impact healthy development and success in
school.
PERCENTAGE OF STUDENTS (K-12) ENROLLED IN FREE/REDUCED PRICE MEAL PROGRAMS
2007-2008
80%
All but four of the 19 Valley counties have
enrollment rates greater than 50%. Those with rates
lower than 50% are Shasta (49%), Yolo (43%), El
Dorado (23%), and Placer (21%). All San Joaquin
Valley counties have rates greater than 50%.
PERCENTAGE OF STUDENTS (K-12) ENROLLED IN FREE/REDUCED PRICE MEAL PROGRAMS
2007-2008
80%
72
71
65
52
64
61
60
60%
49
52
California 54
50
57
56
53
70
53
56
60%
40%
43
35
21
20%
0%
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
Sa
es
North Sacramento
Sacramento
Valley
Metropolitan Region
Fr
Do
ra
do
Pl
a
cr cer
am
en
to
Su
tte
r
Yo
lo
Yu
ba
0%
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
ta
Te
ha
m
a
54
52
43
23
62
California 54
40%
20%
Central Valley 56
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://dq.cde.ca.gov/dataquest/
Source: California Department of Education
http://dq.cde.ca.gov/dataquest/
16
Education
In terms of student and school performance measures such as third
grade reading scores and average class size, the Valley as a whole has
rates similar to those statewide. But in terms of college aspirations or
adequately preparing young people to transfer into a CSU or UC campus,
the Valley falls short of the state norms. Challenges facing the region—
particularly the San Joaquin Valley—include high poverty rates, a large
child population, and high rates of English Learners.
• At 21%, the Valley has a lower percentage of English Learners (EL) than the state as a whole (25%). The San Joaquin Valley, which has a significant Latino and Asian immigrant population, matches the state rate of EL. While the average third grader in the Valley is performing almost as well on reading tests as the average California child, third graders in the San Joaquin Valley have significantly lower reading scores.
• The Valley’s truancy rate is higher than the state’s (31% of students compared to 25% statewide). Likewise, approximately half the region’s counties have higher dropout rates than the state as a whole. Of the 10 Valley counties with truancy rates higher than the state, six also have higher dropout rates.
• The region’s school counselors, valuable in helping students chart the course to a college path, are overburdened with 759 students to each counselor, compared to 684
students in the state as a whole.
• Additionally, high school seniors take the SAT I and graduate with courses meeting UC/CSU requirements at a lower rate in the Valley than their counterparts statewide.
Students from Porterville High School
painted a series of murals throughout
their school's hallways representing the
six pillars of character: caring, citizenship, fairness, respect, responsibility,
and trustworthiness. During the project,
the students also learned about project
management and working together.
17
C h i l d r e n a t t e n d i n g p r e sch o o l
Children in the San Joaquin Valley are least likely
to attend preschool. Valley rates range from 23% in
Tulare County to 61% in El Dorado County.
Definition:
• When every child arrives at school prepared to
do his or her best, the whole classroom benefits.
Furthermore, the entire K-12 system enjoys gains
as fewer resources must be diverted to special or
remedial education.
This indicator measures the number of 3- and 4-year
olds who attend preschool, as reported by their
parents, divided by the total number of 3- and 4-year
olds.
Why is it important?
How are we doing?
• Young childhood is a critical time for children’s
cognitive, social, emotional, and physical
development. While parents are children’s first
teachers and provide them with an essential
foundation for later learning, quality preschools offer
all children opportunities to develop important skills
and understanding that contribute to success during
their school years.
A lower percentage of children in the Central Valley
are enrolled in preschool (35%) than in the state
(42%), the San Francisco Bay Area (53%), and the
Los Angeles Region (40%), due particularly to the
low San Joaquin Valley rate (31%). The North
Sacramento Valley rate (39%) and the Sacramento
Metropolitan Region rate (41%), while still lower
than that of the state, are much closer.
• Children who attend quality preschool programs are
less likely to be placed in special education or held
back a grade. They are also more likely to exhibit
positive behaviors in the classroom, do better on
standardized math and reading tests, graduate from
high school and continue their education.
All counties in the San Joaquin Valley—with the
exception of Stanislaus County at 42%—have a lower
preschool enrollment rate than the state. Conversely,
every county in the Sacramento Metropolitan
Region, except for Sacramento at 35%, exceeds the
state rate.
Education
NOTE: This data set groups Trinity County—not considered to be in the
Valley—with the North Sacramento Valley counties of Colusa, Glenn, and
Tehama.
PERCENTAGE OF CHILDREN (AGE 3-4) ENROLLED IN SCHOOL
2005
PERCENTAGE OF CHILDREN (AGE 3-4) ENROLLED IN SCHOOL
2005
70%
70%
61
60%
60
60%
56
50
50%
43
40%
35
30%
26
40
California 42
40%
34
39
29
27
28
s
e
lar
Tu
in
au
isl
North Sacramento
Sacramento
Valley
Metropolitan Region
St
an
ed
qu
rc
Me
Jo
a
n
Sa
s
ra
de
Ma
rn
ng
Ki
no
Ke
es
Fr
ra
do
Pl
ac
Sa
er
cr
am
en
Su
to
tte
r/
Yu
ba
Yo
lo
Do
El
as
Sh
Bu
Tr
in
a,
am
ta
0%
ity
0%
tte
10%
,T
eh
Central Valley 35
40
31
23
10%
nn
41
30%
28
28
20%
le
53
42
20%
,G
sa
lu
Co
50%
California 42
Source: Children Now, 2007 California County Data Book
http://publications.childrennow.org/publications/invest/cdb07/databook_2007.cfm
IPUMS USA, Minnesota Population Center
http://usa.ipums.org/usa/index.shtml
18
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: Children Now, 2007 California County Data Book
http://publications.childrennow.org/publications/invest/cdb07/databook_2007.cfm
IPUMS USA, Minnesota Population Center
http://usa.ipums.org/usa/index.shtml
E n g l i sh L e a r n e r s
One in four students in the San Joaquin Valley is an
English Learner.
Definition:
• At the time EL students are learning English, they
must also master content presented in the school
curriculum.
English Learners (EL) are those students for whom
there is a report of a primary language other than
English on the state Home Language Survey. This
survey is based on a state-approved oral language
assessment for grades K-12 and includes a literacy
assessment for grades 3-12 only. English Learners
have been shown to lack the English language skills
of listening comprehension, speaking, reading, and
writing necessary to succeed in the school’s regular
instructional programs.
How are we doing?
Because of its large immigrant population, a quarter
of California’s K-12 students are classified as EL.
These break down to 21% in the Central Valley, 22%
in the San Francisco Bay Area, and 28% in the Los
Angeles Region. In the San Joaquin Valley alone,
the percentage of EL students matches the state at
25%.
Why is it important?
• Becoming proficient in the English language is
critical to long-term success in school, leading to
higher socioeconomic status through high school
graduation, college education, and better career
opportunities.
Among Valley counties, three have a student
population of more than 30% EL (Colusa at 39%,
Merced at 32%, and Madera at 31%). Additionally,
within the San Joaquin Valley, only three counties
have lower percentages of EL than the state: Kings
(24%), San Joaquin (23%), and Kern (22%).
• English proficiency opens avenues of civic and
community participation, such as voting in elections,
that might not otherwise be available.
PERCENTAGE OF ENGLISH LEARNERS
2006-2007
PERCENTAGE OF ENGLISH LEARNERS
2006-2007
39
40%
40%
31
32
29
30%
26
California 25
24
22
19
20%
Education
• Students of lower socioeconomic backgrounds
generally require more time to master English.
Oral proficiency can take 3 to 5 years; academic
competence, 4 to 7 years. 4
19
22
30%
25
California 25
23
20
25
20%
17
22
13
12
28
Central Valley 21
17
10%
10%
7
5
11
3
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
Sa
es
North Sacramento
Sacramento
Valley
Metropolitan Region
Fr
Do
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
0%
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
0%
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://dq.cde.ca.gov/dataquest/
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
19
Kenneth R. Magdaleno, Ed.D.
Kremen School of Education and Human Development
California State University, Fresno
T h e S tat e
for
L at i n o s
of
E d u c at i o n
i n t h e c e n t ra l va l l e y
“Not everything that is faced can be changed,
but nothing can be changed until it is faced.”
James Baldwin
I
n July of 2008, Dr. David P. Lopez, current
California State Board of Education member
and also current President of the National Hispanic
University in San Jose was the keynote speaker at
the summer institute organized and held by the
California Association of Latino Superintendents and
Administrators (CALSA). Referring to his days as a
young man working in the fields, he made reference
to his father’s statement in the early morning hours
when the water arrived to irrigate the fields, “el
agua llegó—the water arrived.” This was the most
important time of the day for making sure that the
plants received their source of growth and energy.
His point is that for all the residents of California,
the wave of influence, energy, and life force is arriving
daily in the form of the Latino people—“el agua
llegó.”
There is a demographic change occurring that
has affected, and continues to affect, the state of
education for the Central Valley of California. The
change in student demographics for the State of
California, and specifically for the Central Valley, has
recently been described by various educational leaders
such as Dr. Fernando Elizondo, Executive Director
of CALSA, as a “Latino Tsunami.” For instance, in
2002–2003 the number of Latino children attending
schools in California was 2,819,504 or 45.2% of the
total students. In 2006–2007 the number increased
to 3,026,956 or 48.1%. During the same period of
time in Fresno County, the Latino student population
increased from 102,030 to 107,780, an increase of
over 2% (Ed-Data 2008). According to additional
data provided by the California Department of
Finance, in the year 2000, over 43.8% of the
students, ages 0–17 in the Central Valley were White
while 38.8% were Latino. Since 2000 there has been
a significant change in the demographic numbers
so that in 2008, Latinos are now 45.3% of the
ages 0–17 and Whites are now 37.2%. A complete
reversal in the demographic numbers has occurred.
These are our school age children and the economic
future of our Central Valley.
An unfortunate truth regarding the number of
Latino students in the State of California, and
especially in the Central Valley, is that a large number
of Latino students, particularly male Latinos, are
dropping out of school—some as early as middle
school. Unfortunately, the number of Latino
students who make it through high school and
onto college campuses and eventually onto graduate
school is minimal at best. Considering the number
of Latino children who begin school, the number
graduating from high school presents a serious
shortfall. The Rand Corporation recently published
a 2008 literature review of an empirical study, The
Impact of Educational Quality on the Community,
in which they pointed out the interrelatedness of
academic achievement and the improved level of
educational attainment. In other words, as schools
do a better job of reaching out to and teaching our
children, the level of educational attainment will rise.
This may seem a somewhat simplistic statement but
with the dropout rate of our Latino Central Valley
students reaching as high as 44% in one assembly
district, the point must be made.
A quick look at the economic impact on our nation,
state, and Central Valley is that:
1. The workforce in the nation, state, and Central
Valley is becoming more diverse.
2. The racial/ethnic groups that are the fastest
growing in the nation, state, and Central Valley
are the least educated.
3. If current population trends continue and
stakeholders in the nation, California, and the
Central Valley do not improve the education of
all students, the skills of the workforce and the
incomes of its residents will continue to decline
and impact all of us.
There are currently over six million students in
California schools, of which over 48% are Latino.
Of the 48%, more than 1.3 million students
are Spanish-speaking and designated as English
language learners, or “emerging bilinguals and
a national resource” as described by Dr. Ofelia
Garcia, Professor of Bilingual Education at the
Teachers College, Columbia University. A third of
the nation’s almost five million English language
learners are in California schools (WestEd 2008).
As “emerging bilinguals” in five to six years a great
many of the Latino students in California will be at
least bilingual while many of the state’s residents will
remain monolingual. Such is their value as a national
resource in a rapidly changing world where being
bilingual and multilingual is a resource.
This point of view differs drastically with the deficit
thinking model that has been historically prevalent as
it relates to Latinos, Latino students, and “emerging
bilinguals.” Deficit thinking, defined by the point of
view that “deficient” cultures and behaviors, most
often based on incorrect stereotypes, are at fault
for the achievement gap rather than societal and
systemic inequities, has long been used to explain the
achievement gap in our schools and communities. In
other words, the “problem is with them, not us” is
that which often prevents change from occurring
because there is no motivation to change the way we
do things since “we are not part of the problem.”
Perhaps Lisa Delpit, author of the prize winning
book Other People’s Children: Cultural Conflict in
the Classroom, said it best when she stated, “it all
begins with attitude.” It is extremely important that
teachers, administrators, students, parents, and the
community begin developing what I call an “Asset
Rich Learning Culture” where what students bring
Considering the number of Latino
children who begin school, the
number graduating from high
school presents a serious shortfall.
to school, whether it be a different language or
culture, is celebrated rather than seen as a deficit.
Our students do not arrive with an empty slate.
They have a culture and language rich in value. It
is vital that our educators recognize and use the
assets brought to school by our students as and that
teachers and administrators begin to see themselves as
critical “bridge builders” between races and cultures.
Of such importance is their role in developing the
future leaders of tomorrow.
Education is certainly one of the most important
routes to economic success. Latinos have long spoken
to, and addressed, the many barriers to attaining a
quality education. However, while acknowledging
the fact that barriers exist, it is time to look forward
and work with other racial and ethnic groups to build
bridges to success. Addressing issues of classroom
rigor, equal access, higher expectations, and early
literacy will help Latinos take their rightful place
at the head of the class. To be Latino in California
today is a wonderful opportunity, especially as the
world around us becomes more diverse and that
diversity becomes more celebrated. It is time that
we make use of our bilingual ability and bicultural
knowledge to make the world around us a better
place—and it is time for those with which whom we
live and learn from to help us do so.
And this will take you to a place you could only have
imagined in years past...

t h i r d g r a d e r e a d i n g sc o r e s
Two Valley subregions have higher third grade
reading scores than the state overall.
Definition:
• Third grade reading scores are highly correlated with
later academic success. Early intervention is critical
for children who are struggling with reading.
This indicator measures the number of third graders
testing at or above the 50th national percentile
ranking in reading on 2007 California Achievement
Tests, Sixth Edition Survey (CAT/6 Survey), a
nationally standardized test used in California’s
Standardized Testing and Reporting (STAR)
program. The purpose of administering the CAT/6
Survey is to compare California students’ academic
achievement with students nationwide. California
students’ test results are compared to the results
of a national sample of students tested in the same
grade at the same time of the school year. Begun
in 1998, the STAR program requires that nearly all
students in grades 2 through 11 be tested annually.
These test scores include English Learners who are
designated by the schools as not fluent in English.
• Test scores are also highly correlated with
socioeconomic status. The relatively low reading
scores in the Valley reflect the high poverty rates,
as well as the large number of immigrant students
whose native language is not English.
How are we doing?
At 37%, Central Valley third graders are reading at or
above the 50th national percentile ranking at a rate
nearly equal to the state as a whole (38%). Within
the Valley, both the North Sacramento Valley (46%)
and the Sacramento Metropolitan Region (45%)
have rates higher than the state. However, the San
Joaquin Valley (32%) rate is lower than those of the
state, other Valley subregions, the San Francisco Bay
Area (45%), and the Los Angeles Region (35%).
Why is it important?
Education
• By the end of the third grade, children should show
evidence of reading comprehension and be able to
read unfamiliar words through various strategies such
as roots, prefixes, and suffixes.
All eight counties of the San Joaquin Valley have
rates below that of the state, while within the North
Sacramento Valley and the Sacramento Metropolitan
Region, only two counties (Colusa at 31% and Yuba
at 36%) have rates below that of the state.
PERCENTAGE OF THIRD GRADERS READING AT OR ABOVE THE
50TH NATIONAL PERCENTILE RANKING FOR READING
2007
PERCENTAGE OF THIRD GRADERS TESTING AT OR ABOVE THE
50TH NATIONAL PERCENTILE RANKING FOR READING
2007
60%
50%
58
49
46
40%
30%
60
60%
50%
47
40
38
42
43
40%
California 38
36
32
31
32
33
33
32
33
10%
10%
0%
0%
45
32
es
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
North Sacramento
Sacramento
Valley
Metropolitan Region
Fr
Do
ra
do
P
Sa lac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
California 38
35
30%
20%
El
45
Central Valley 37
28
20%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
46
35
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://star.cde.ca.gov/star2007/viewreport.asp
Source: California Department of Education
http://star.cde.ca.gov/star2007/viewreport.asp
22
T e a ch e r q u a l i t y
There is a higher percentage of credentialed teachers
in the Central Valley than in the state.
Definition:
How are we doing?
Credentialed Teachers: This indicator measures the
percentage of the total teaching staff in the public
schools who have completed a teacher preparation
program and hold a preliminary, clear, professional
clear, or life teaching credential. 5
The percentage of credentialed teachers is high
throughout the state (95%), the Valley (96%), the
San Francisco Bay Area (95%), and the Los Angeles
Region (94%).
Among Valley counties, all but four have higher
rates than the state. The counties with the lowest
percentage are: Merced (94%), Kings (93%), San
Joaquin (93%), and Yuba (91%).
Why is it important?
• Credentialed teachers are better equipped to
effectively teach, manage their students, write unit
plans, and connect with different cultures.
PERCENTAGE OF TEACHING STAFF WITH FULL TEACHING CREDENTIALS
2007-2008
PERCENTAGE OF TEACHING STAFF WITH FULL TEACHING CREDENTIALS
2007-2008
99
99
100%
99
98
98
98
97
97
96
96
97
98
96
California 95
95%
97
96
95
94
93
Central Valley 96
97
California 95
95%
95
93
95
94
91
85%
Sa
es
North Sacramento
Sacramento
Valley
Metropolitan Region
Fr
Do
El
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
85%
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
90%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
90%
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
23
Education
100%
sch o o l c a p a c i t y
Class size in the Valley is comparable to the state, but
counselors continue to be overburdened.
Definition:
• The number of counselors is significant, particularly
in high schools, because it indicates the support
that is available for students with regard to career
planning and preparation for college.
Class Size: This indicator measures class size, which
is derived from the number of students enrolled
divided by the number of classes in which these
students are enrolled. Classroom counts and
enrollment counts used in calculation do not
include the following: classes with enrollment of 0
or more than 50 students, special education classes,
teachers who do not have other instruction-related
assignments, and department chairs. Average class
size is reported here for grades K-12.
How are we doing?
Average class size numbers include K-3, in which the
class sizes are typically around 20 students, as well as
the later elementary and secondary classes which are
much larger. The average class size for California is
25 students. Within the Valley, average class sizes
vary between 21 and 25 students. Colusa, Glenn,
and Yuba counties have the lowest average class sizes
at 21 students.
Counselor/Student Ratio: The counselor/student
ratio measures the number of K-12 counselors
available divided by the number of students enrolled.
At 759 students to every counselor in the Central
Valley, counselors have more than three times
as many students to oversee than the American
School Counselor Association recommended
1:250. Statewide, there are 684 students to every
counselor. The highest pupil counselor ratios in the
Valley can be found in the San Joaquin Valley (811),
particularly in Kings (1010), Madera (1279), and
Tulare (1072) counties. Thirteen of the 19 counties
in the Valley have pupil counselor ratios higher than
the statewide ratio.
Why is it important?
AVERAGE CLASS SIZE
2007-2008
PUPIL/COUNSELOR RATIO
2007-2008
30
21
25
24
24
23
24
25
25
25
21
1,200
1,000
20
400
719
615
714
633
742
705
691
570
451
600
10
California 684
590
756
800
1072
22
929
25
24
666
24
853
21
23
1010
23
802
25
California 25
916
24
1279
1,400
200
0
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
ed
n
Jo
a
St quin
an
isl
au
s
Tu
lar
e
Fr
es
ra
do
Pl
a
cra cer
m
en
to
Su
tte
r
Yo
lo
Yu
ba
Sa
El
Do
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
ta
Te
ha
m
a
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
Fr
es
Do
ra
do
Pl
a
Sa
cra cer
m
en
to
Su
tte
r
Yo
lo
Yu
ba
0
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
Education
• Smaller class sizes, when coupled with good teachers,
have been found to be effective in improving
student achievement, although the results of class
size reduction are mixed because low-income and
rural districts can face difficulty in recruiting highly
qualified and experienced teachers.
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
24
truancy
A higher percentage of Valley students are truant
than in the state and other California regions.
How are we doing?
Definition:
The Central Valley’s rate of truant students (31%)
is substantially higher than the state overall (25%),
the San Francisco Bay Area (24%) and the Los
Angeles Region (24%). Within the Valley, both the
Sacramento Metropolitan Region (31%) and the San
Joaquin Valley (32%) have rates higher than that of
the North Sacramento Valley (24%).
A truant student is defined as a student with an
unexcused absence or tardy for three or more days
per school year.
Why is it important?
• Truancy has been correlated with students dropping
out of high school. 6
• Truant students are at risk for educational failure,
social isolation, substance abuse, low self-esteem,
unwanted pregnancy, unemployment, violence and
criminality, and incarceration as adults. 7
Among Valley counties there is much variation. Nine
of the 19 counties have truancy rates below that of
the state overall, while 6 of the remaining 10 have
rates greater than 30%: San Joaquin (31%), Yolo
(31%), Kern (36%), Stanislaus (36%), Sacramento
(37%), and Fresno (38%).
• Truants are more likely to participate in daytime
juvenile crime. 8
40%
36
36
31
31
30
30%
40%
38
37
28
26
Central Valley 31
30%
28
31
32
California 25
California 25
23
22
19
20%
18
16
14
Education
PERCENTAGE OF TRUANT STUDENTS
2006-2007
PERCENTAGE OF TRUANT STUDENTS
2006-2007
17
20%
24
24
24
San Francisco
Bay Area
Los Angeles
Region
14
12
0%
Sa
North Sacramento
Sacramento
Valley
Metropolitan Region
Fr
es
Do
El
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
0%
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
10%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
10%
San Joaquin
Valley
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
25
H i g h S ch o o l d r o p o u t s
Nine Valley counties have high school students
dropping out at rates higher than the state average
of 21.5%.
Definition:
into the labor force with follow-up training necessary
for most careers. Meeting high school and college
requirements for technical training increases the
likelihood of economic success.
A high school dropout is defined by the National
Center for Educational Statistics as a person who
was enrolled in grades 7, 8, 9, 10, 11, or 12 at some
time during the previous school year, left school
prior to completing the school year, and has not
returned to school as of Information Day or who did
not begin attending the next grade (7, 8, 9, 10, 11,
or 12) in the school to which they were assigned or
in which they had pre-registered or were expected to
attend by Information Day. 9
• The likelihood of living in poverty is higher for high
school dropouts than those who finish high school.
• The State of California requires civics or government
classes in the 12th grade. Leaving school before
learning the basic workings of government renders
young residents ill-prepared to pursue civic
engagement. Citizens with less education are less
likely to be involved in politics, including voting and
other activities.
Information Day is designated as the first Wednesday
in October in which the California Basic Educational
Data System (CBEDS) collection of data is done
each school year. 10
How are we doing?
The 1-year dropout rate is the percentage of
dropouts during a single year, calculated from actual
data. The 4-year derived dropout rate is an estimate
of the percent of students who would drop out in a
four year period based on data collected for a single
year.
Because of the newness of the Statewide Student
Identifier (SSID), regional and subregional rates
cannot yet be configured. However, at 21.5%, more
than one in five students in California will dropout
of high school. Within the Central Valley, nine of
the 19 Valley counties have higher dropout rates
than the state overall. The highest rates can be found
in the San Joaquin Valley (San Joaquin County at
34.1%) and the Sacramento Metropolitan Region
(led by Yuba County at 30.3% and Sutter County at
25.0%).
Education
W
• hy is it important?
• Technological advances in the workplace make high
school graduation a minimum requirement for entry
PERCENTAGE OF HIGH SCHOOL DROPOUTS, 4-YEAR DERIVED RATE
2006-2007
PERCENTAGE OF HIGH SCHOOL DROPOUTS, 4-YEAR DERIVED RATE
2006-2007
40%
40%
34.1
30.3
30%
22.5
20.3
20%
23.8
30%
25.0
19.0
20.8
22.3
California 21.5
21.8
18.6
20.7
19.3
20%
17.2
17.2
16.8
14.7
11.0 10.8
20.6
15.8
14.4
10%
26.6
25.4
California 21.5
18.4 19.0
28.2
26.6
25.8 25.7
15.4
10.1
10%
6.5
a
ur
Ve
nt
no
e
di
n
Be
rn
ar
ge
sid
er
Ri
v
es
el
ng
Lo
sA
Or
an
a
m
a
o
no
So
lan
lar
te
aC
nt
Sa
So
o
co
Ma
n
Sa
pa
cis
an
Fr
n
ta
rin
Na
Sa
Sa
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Ma
a
os
ra
C
nt
Co
Al
Fr
am
es
ed
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
ed
n
Jo
a
St quin
an
isl
au
s
Tu
lar
e
Sa
Do
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
0%
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
0%
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
26
UNDERSTANDING THE
STATEWIDE STUDENT IDENTIFIER SYSTEM
Prior to 2008, high school dropout rates were calculated
using complex formulas that were, admittedly, educated
guesses. But in 2002, California State Senate Bill 1453
required that each student be assigned a unique and
anonymous Statewide Student Identifier (SSID). In July
2008, the California Department of Education (CDE)
officially released data for the school year of 2006-2007,
stating that it is the most accurate data to date. Given
the change in calculation methods, data from previous
years cannot be compared with the newly-released data.
The system does have its limitations, however. Some school districts may not be adequately equipped to
update the data and be inclined to mark “other” when the location of a student is unknown. All of these
students are then counted as dropouts. Additionally, the CDE is still using enrollment data collected on
CBEDS Information Day rather than actual numbers. This is particularly problematic for schools with
high-volumes of short-term students. Once student-level data are collected for four-years, the CDE will
be able to provide more accurate numbers rather than estimated dropout rates based on actual data for
one year.
Anticipated to be fully implemented in 2009-2010, the California Longitudinal Pupil Achievement Data
System (CALPADS) will provide educators with even more information.
The dismal educational outcomes should prod California’s leadership to address more fully a critical issue
affecting the state’s ability to compete economically with other states and countries.
For More Information:
SSID and a complete list of student withdrawal codes: www.cde.ca.gov/ds/td/lo/ssid.asp
California Dropout Research Project: www.lmri.ucsb.edu/dropouts
27
Education
The new SSID system allows the CDE to more accurately
follow a student’s path throughout their school years. For example, under previous methodology, if a
student reported plans to transfer to another school, there was no mechanism to know if they actually
enrolled in another school. Now, if that student does not reenroll, it is known and schools can followup. The new system also paints a clearer picture of student activity with 28 student withdrawal codes,
allowing educators to specifically target problem areas.
S t u d e n t s t a k i n g t h e S AT
Fewer than 30% of Valley high school seniors are
preparing for a college career by taking the SAT I.
Definition:
How are we doing?
This indicator measures the percent of high school
seniors taking the SAT I, although many students
take the SAT I in both their junior and senior years.
Central Valley students are far less likely to take the
SAT (27%) than students in the state overall (37%),
the San Francisco Bay Area (47%), and the Los
Angeles Region (38%). Within the Valley, students
in the North Sacramento Valley (22%) and the San
Joaquin Valley (25%) are taking the SAT I at a lower
rate than students in the Sacramento Metropolitan
Region (34%).
Why is it important?
• The SAT I is used by colleges and universities to
determine the probable success that students will
have in post-secondary education and is required by
many in the admission process.
Among Valley counties, only two—both in the
Sacramento Metropolitan Region—have rates higher
than the state: Placer at 38% and Yolo at 43%. In
three Valley counties, fewer than one in five seniors
are thinking about their futures by taking the SAT I:
Madera and Yuba at 18% and Tehama at 15%.
• The number of students taking the SAT I also
indicates how many students plan on attending
college and how well our schools are doing helping
our students aspire to a postsecondary education.
PERCENTAGE OF HIGH SCHOOL SENIORS TAKING THE SAT I
2006-2007
PERCENTAGE OF HIGH SCHOOL SENIORS TAKING THE SAT I
2006-2007
50%
43
40%
35
40%
California 37
38
31
25
21
24
24
18
18
25
20
22
20%
15
10%
0%
0%
es
Fr
Central Valley 27
25
22
North Sacramento
Sacramento
Valley
Metropolitan Region
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
Sa
Do
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
10%
El
34
30%
24
23
20
California 37
34
30
30%
20%
47
38
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
Education
50%
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
28
UC/CSU Eligible Students
The average high school student in the Valley is less
likely to complete courses required for admission into
the UC/CSU system than the average California
high school student.
Definition:
• College attendance leads to better future
employment chances and higher socioeconomic
status.
In only five Valley counties did more than 30% of
students completed the course requirements to
transfer to a UC or CSU, including Kings (31%),
Placer (36%), Yolo (38%), El Dorado (39%), and
Fresno (46%). On the other end of the spectrum,
six counties have rates of 20% or lower: Sutter (9%),
Colusa and Shasta (17%), Yuba (18%), Madera
(19%), and Merced (20%).
• Completion of UC/CSU required courses represents
the maximum number of students who may be
eligible to attend post-secondary education; not all
students complete the other requirements. It also
reflects school capacity, including the availability of
academic guidance counselors and their effectiveness
in encouraging completion of the requirements.
When comparing UC/CSU course completion by
race and ethnicity, Asian/Pacific Islander students
have the highest completion rates among graduates
in that racial group. In recent years, the rates of
white and American Indian/Alaska Native students
have dropped, while all other group rates have
increased.
How are we doing?
California Community Colleges (CCC) are a more
affordable and accessible higher education option
for many students. Valley high school graduates
are more than twice as likely to transfer directly to a
CCC (23.2%) than they are to a CSU (10.3%) and
more than five times as likely to transfer directly to a
CCC than to a UC (4.4%).
Why is it important?
UC/CSU course requirement completion in the
Valley (30% of high school graduates in 2007) is
lower than the state overall (35%), the San Francisco
Bay Area (46%), and the Los Angeles Region (37%),
thus making students less prepared for a future
college career. The rate is particularly low in the
PERCENTAGE OF CENTRAL VALLEY HIGH SCHOOL GRADUATES MEETING
UC/CSU COURSE REQUIREMENTS BY RACE/ETHNICITY
1994-2007
PERCENTAGE OF HIGH SCHOOL GRADUATES MEETING UC/CSU COURSE REQUIREMENTS
2006-2007
50%
50%
46
39
40%
30%
40%
38
36
California 35
31
29
17
25
23
23
20%
30%
26
26
19
18
17
20
21
23
20%
9
10%
10%
0%
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
ed
n
Jo
a
St quin
an
isl
au
s
Tu
lar
e
es
Fr
Do
ra
do
P
Sa lac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
ta
Te
ha
m
a
0%
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
29
1994-1995
1997-1998
2003-2004
White
Asian/Pacific Islander
Hispanic/Latino
Black
2006-2007
American Indian/
Alaska Native
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Education
North Sacramento Valley (24%), compared to 29% in
the Sacramento Metropolitan Region and 32% in the
San Joaquin Valley.
Another measure of college readiness is the
percentage of twelfth grade graduates who have
completed all the courses required for University of
California (UC) and/or California State University
(CSU) entrance with a grade of “C” or better.
Course completion represents only a portion of the
entrance requirements for UC or CSU.
C h i l d H e a lt h
The Valley generally fares better than the state as a whole concerning
measures of overall child health, such as health and dental insurance,
physical fitness, and childhood obesity. However, measures that address
high-risk behavior such as drug and alcohol use and early sexual activity
leading to teen pregnancy show that the Valley is struggling, particularly
in the North Sacramento Valley.
• Ninety-three percent of children in the Valley have health insurance and 81% have dental insurance, close to the rates statewide. But disparities exist between racial and ethnic groups. Latino and American Indian/Alaska Native children are less likely to have health insurance than other groups.
• While the percentages of children who are physically fit or obese in the Valley are similar to statewide percentages, the overall picture is poor. Only 32% of Valley 9th graders are considered physically fit and 33% of Valley 5th, 7th, and 9th graders are obese.
• The juvenile drug- and alcohol-related arrest rate for the Valley is 7.4 per 1,000 children age 10-17, which is very close to the state rate of 7.0. In the North Sacramento Valley, the rate is much higher at 12.3.
• Likewise, the percentage of births to teen mothers in the Valley is 11.5% in the Central Valley, while only 9.1% statewide.
Physical activity has
substantial health benefits
for children and adolescents,
including favorable effects
on endurance capacity,
muscular strength, body
weight and blood pressure.
Schools that offer physical
education programs also post
positive effects on academic
achievement for students.
30
Health Insurance
The rate of insured children in the North
Sacramento Valley is decreasing.
Definition:
How are we doing?
This indicator measures the percentage of children
age 0-17 who had health insurance for the entire
previous 12 months at the time they completed
the California Health Interview Survey. Health
insurance includes job-based health insurance, as
well as state and federally funded Medi-Cal and
Healthy Families for low-income families who
are not employed or whose jobs do not provide
insurance. Undocumented immigrants are generally
not eligible for Medi-Cal or Healthy Families, except
in emergency situations when they may be covered
by Medi-Cal.
Most children are covered by their parents’ job-based
insurance, with low-income children more likely to
be covered by Medi-Cal or Healthy Families. At
93%, the rate of children with health insurance in the
Valley is nearly the same as the state (94%). In the
North Sacramento Valley, the percentage of insured
children dropped from 95% in 2003 to 88% in 2005.
The lowest rates among Valley counties are found
in the North Sacramento Valley (Colusa/Glenn/
Tehama at 87% and Shasta at 85%) and Kern County
(88%) in the San Joaquin Valley.
There are race and ethnic differences as well. Latino
(89%) and American Indian/Alaskan Native (87%)
children are much less likely than those of other
racial and ethnic groups to be insured in the Central
Valley.
Why is it important?
• Having health insurance increases the likelihood
that children remain healthy by providing early
identification and treatment of health problems.
• Children who do not have health insurance are less
likely to have a regular source of medical care and, as
a result, are less likely to receive routine preventive
and specialist care. 11
• The uninsured are more likely to be treated by an
emergency room physician rather than their regular
doctor and, by the time they seek care, the problem
is often more serious and more expensive to treat.
PERCENTAGE OF CHILDREN (AGE 0-17) WITH HEALTH INSURANCE
2005
PERCENTAGE OF CHILDREN (AGE 0-17) WITH HEALTH INSURANCE
2005
100%
98
97
95
California 94
96
94
100%
98
98
95
94
94
94
94
95%
92
91
90%
94
87
89
s
ar
e
Tu
l
n
au
White
Latino
African
American
American Indian/
Alaska Native
Asian
Other/
Multiracial
St
an
isl
ed
ui
rc
aq
Me
Jo
Sa
n
s
ra
de
Ma
rn
ng
Ki
no
Ke
es
Fr
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
ac
ra
Pl
Do
El
Sa
ta
as
Sh
am
Bu
eh
,T
nn
le
,G
do
75%
a
75%
tte
80%
sa
87
85%
Source: 2005 California Health Interview Survey
http://www.chis.ucla.edu/
31
Source: 2005 California Health Interview Survey
http://www.chis.ucla.edu/
H EALT H
85
80%
lu
92
90%
88
85%
Co
96
Child
95%
98
Dental Insurance
Compared to the other Valley subregions, the North
Sacramento Valley has the lowest dental insurance
coverage rate.
Definition:
• Improper or lack of dental care leads to dental
problems and, in turn, discomfort and pain which
distracts children from classroom instruction,
subsequently impeding learning and potentially
causing more serious and expensive dental problems
in the future.
This indicator measures the percent of children age
0-17 with dental insurance at the time the California
Health Interview Survey was completed.
Why is it important?
• Many pediatricians identify dental problems as
a serious concern, especially among low-income
children.
How are we doing?
The Central Valley has a slightly higher percentage
(81%) of children with dental insurance compared to
the state overall (79%). Among Valley subregions,
the Sacramento Metropolitan Region has the highest
rate (83%), followed by the San Joaquin Valley (80%)
and the North Sacramento Valley (74%) with a rate
below that of the state.
• Children who see a hygienist or dentist are more
likely to be educated on the importance and proper
method of caring for teeth and gums.
• Parents learn to avoid dental problems such as early
caries (a demineralization of the tooth surface caused
by bacteria) or baby bottle tooth decay caused by
allowing the child to go to sleep with a bottle that
has juice or milk in it.
The highest coverage rates in the Valley are found in
the Sacramento Metropolitan Region in Sutter (87%)
and Yuba (88%) counties. The counties with the
lowest rates are Butte (70%) and Shasta (73%) in the
North Sacramento Valley.
• Having dental insurance makes it more likely that a
child will receive assessment and treatment for dental
problems, including seeing a hygienist for teeth
cleaning every six months.
Children who live in rural areas are less likely to have
access to a pediatric dentist whether or not they are
insured.
PERCENTAGE OF CHILDREN (AGE 0-17) WITH DENTAL INSURANCE
2005
PERCENTAGE OF CHILDREN (AGE 0-17) WITH DENTAL INSURANCE
2005
90%
84
90%
88
87
86
84
83
82
80%
80
California 79
79
82
80
79
82
Central Valley 81
80%
79
California 79
84
83
80
76
77
73
70
70%
60%
lu
sa
,G
s
de
ra
M
Sa erce
n
Jo d
aq
ui
St
an n
isl
au
s
Tu
lar
e
Ma
rn
North Sacramento
Sacramento
Valley
Metropolitan Region
ng
Ki
no
Ke
es
Fr
to
tte
r
Yo
lo
Yu
ba
Su
er
en
cr
am
do
ac
ra
Pl
Do
El
Sa
le
nn
Bu
tte
,T
eh
am
a
Sh
as
ta
60%
Co
H EALT H
70%
Child
74
Source: 2005 California Health Interview Survey
http://www.chis.ucla.edu/
32
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: 2005 California Health Interview Survey
http://www.chis.ucla.edu/
ph y s i c a l f i t n e ss
Student physical fitness rates have been improving
throughout the state since 2000.
Definition:
• It is important for schools to ensure that students
participate regularly in physical education classes. In
addition, with fewer students walking or biking to
school and playing outside after school, and with
some schools reducing P.E. classes due to other
requirements, families must focus on helping their
children stay fit. Family activities can include hiking,
walking, bicycling, or playing in the park so that
children and parents can build a healthy lifestyle
together.
The California Physical Fitness Test is administered
to students in public schools. This indicator
measures the percentage of ninth grade students
tested in 2006-2007 who obtained scores within
the Healthy Fitness Zone with respect to aerobic
fitness, body composition, abdominal strength,
trunk extension strength, upper body strength,
and flexibility. Students are required to meet all
six standards to be considered physically fit. The
Healthy Fitness Zone represents a level of fitness that
offers some degree of protection against diseases that
result from sedentary living.
How are we doing?
Rates of physical fitness among ninth grade students
have been increasing steadily since 2000-2001. In
general, the average Valley student is a little more
likely to be physically fit than students in the Los
Angeles Region, but slightly worse than the San
Francisco Bay Area. Within the Valley, the North
Sacramento Valley has traditionally had higher rates
of physical fitness and experienced a sharp increase
between the school years of 2005-2006 and 20062007.
Why is it important?
• Physically fit children have better memory,
concentration and energy levels, are healthier
physically and emotionally, and are less prone to
obesity and Type 2 diabetes.
• These children are likely to continue practicing a
healthy lifestyle while adults, making them less likely
to be obese or have heart disease, strokes, high
blood pressure, Type 2 diabetes, cancer, fractures,
and depression.
In only two Valley counties are fewer than a quarter
of ninth graders physically fit: Merced at 21% and
Yuba at 18%. In 10 of the remaining 18 counties, at
least one-third of students are physically fit.
• The American Heart Association recommends that
children ages five and older get at least 30 minutes
of moderate exercise every day and 30 minutes of
vigorous exercise 3-4 times a week.
PERCENTAGE OF PHYSICALLY FIT NINTH GRADERS
2006-2007
48
50%
43
41
40%
32
30%
42
39
33
31
34
37
40%
33
32
27
28
California 30
25
26
30%
21
20%
20%
18
0%
Sa
es
2000-2001
2001-2002
Fr
Do
El
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
0%
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
10%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
10%
H EALT H
43
California
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
2002-2003
2003-2004
2004-2005
North
Sacramento Valley
2005-2006
Sacramento
Metropolitan Region
2006-2007
San Joaquin
Valley
Source: California Department of Education
http://dq.cde.ca.gov/dataquest/
33
Child
50%
PERCENTAGE OF PHYSICALLY FIT NINTH GRADERS
2006-2007
Childhood Obesity
Obesity is most prevalent in the San Joaquin Valley.
Definition:
How are we doing?
Childhood obesity is measured using the body
composition component of the California Physical
Fitness Test administered to grades 5, 7, and 9 in
public schools. Students whose test scores indicate
that they are not in the Healthy Fitness Zone for
body composition are considered to be obese. Body
composition test results provide an estimate of the
percent of a student’s weight that is fat.
Obesity rates are high in the state overall (32%), the
Valley (33%), the San Francisco Bay Area (28%),
and the Los Angeles Region (34%). In the Valley,
the San Joaquin Valley has the highest percentage
of obese children (35%) and the Sacramento
Metropolitan Region has the lowest (29%).
Within the San Joaquin Valley, more than one-third
of children are obese in every county, while this is
true of only two counties in the North Sacramento
Valley (Colusa at 37% and Glenn at 34%) and no
counties in the Sacramento Metropolitan Region.
Why is it important?
• Childhood obesity has many health and psychosocial
consequences that often continue into adulthood.
Children who are overweight are at risk of
developing high blood pressure, high cholesterol,
asthma, and Type 2 diabetes. These children also
have the potential of becoming overweight in
adulthood as well as having a stroke, heart disease,
or arthritis as adults. The psychosocial consequences
of childhood obesity include decreased self-esteem,
depression, and anxiety.
PERCENTAGE OF OBESE STUDENTS (GRADE 5, 7, & 9)
2006-2007
PERCENTAGE OF OBESE CHILDREN (GRADES 5, 7, & 9)
2006-2007
40%
37
36
34
34
30%
28
29
38
40%
37
35
35
34
Central Valley 33
32
California 32
30
30
37
30
35
30
30
24
29
28
22
10%
0%
0%
Sa
Fr
es
Do
El
North Sacramento
Sacramento
Valley
Metropolitan Region
San Joaquin
Valley
San Francisco
Bay Area
Los Angeles
Region
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Source: California Department of Education
http://dq.cde.ca.gov/dataquest
Child
H EALT H
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
10%
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
20%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
20%
34
California 32
30%
34
Juvenile Drug- and Alcohol-Related Arrests
Juvenile drug- and alcohol-related arrest rates are
increasing in the North Sacramento Valley and
declining in the San Joaquin Valley and Sacramento
Metropolitan Region.
Definition:
crime. That is, the data do not simply reflect teen drug
and alcohol use; some jurisdictions crack down with a
“get tough” approach and show higher arrest rates.
This indicator represents the percentage of felony
and misdemeanor drug- and alcohol-related arrests
of juveniles age 10-17. Misdemeanor arrests include
drunk and disorderly conduct, Driving Under the
Influence (DUI), liquor law violations, glue sniffing,
marijuana, and other drug offenses. Felony arrests
tend to involve injury or substantial property loss,
and can include DUI, marijuana, dangerous drugs,
and other drug offenses.
• Alcohol is the most commonly used substance among
youth. It is correlated with other risky behaviors such as
truancy, fighting, drunk driving, and sexual activity.
How are we doing?
Juvenile drug- and alcohol-related arrest rates in
the Valley (7.4 per 1,000) are slightly higher than
those in the state as a whole (7.0), due mostly to
the North Sacramento Valley (12.3). Both the
Sacramento Metropolitan Region (6.7) and the
San Joaquin Valley (7.1) have rates closer to that of
the state. Rates of felony and misdemeanor arrests
follow a similar pattern to that of the combined
totals.
Why is it important?
• Drug and alcohol use can lead to poor health, academic
failure, and other problems.
• Juvenile drug- and alcohol-related arrests are the tip of
the iceberg; the vast majority of teen drug and alcohol
use does not conclude in arrest.
• Identifying the prevalence of teen drug- and alcoholrelated arrests is important in assisting community
leaders and policy makers in the development of
programs which focus on prevention, education,
and direct targeting of resources for treatment and
intervention. At the same time, interpretation of these
data needs to take into account local policies on juvenile
Since 1996, both juvenile felony and misdemeanor
arrest rates for drug- and alcohol-related offenses
have steadily decreased, with the exception of the
North Sacramento Valley, which has seen a slight
increase in both felony and misdemeanor arrests
since that time.
FELONY & MISDEMEANOR ARREST RATE FOR DRUG- OR ALCOHOL-RELATED OFFENSES
(PER 1,000 JUVENILES AGE 10-17)
1996-2005
FELONY & MISDEMEANOR ARREST RATE FOR DRUG- OR ALCOHOL-RELATED OFFENSES
(PER 1,000 JUVENILES AGE 10-17)
2005
18
18
16.2
12
6
Misdemeanor Arrests
1.7
1.5
1.4
0.7
1.1
1.2
1.1
1996
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
1.3
0
Fr
es
0.3
1.5
0.9
1.4
1.7
1.2
3.1
El
Do
ra
do
P
Sa lac
cra er
m
en
to
Su
tte
r
Yo
lo
Yu
ba
1.7
1.9
1.8
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
ta
Te
ha
m
a
1.2
California 1.4
0
1997
California
Felony Arrests
Source: Office of the Attorney General, California Department of Justice
http://ag.ca.gov/cjsc/datatabs.php
35
1998
1999
2000
Central
Valley
2001
2002
2003
San Francisco
Bay Area
2004
2005
Los Angeles
Region
Source: Office of the Attorney General, California Department of Justice
http://ag.ca.gov/cjsc/datatabs.php
H EALT H
4.2
5.3
Child
5.4
7.7
6.6
8.0
7.1
6.0
5.3
7.4
4.8
3.5
6
7.4
4.6
California 5.6
9.4
9.1
4.5
8.3
6.1
8.7
7.0
9.6
9.2
10.7
7.5
10.9
9.9
11.8
10.0
11.5
14.6
14.1
14.9
12.9
12.8
12
15.1
15.9
B i r t hs t o T e e n s
The rate of teen pregnancy is declining, but the
Valley still exceeds the other regions in the state.
Definition:
How are we doing?
This indicator represents live births to mothers age
15-19 as a percentage of all live births.
While births to teen mothers have been steadily
declining since 1996, the Central Valley percentage
(11.5%) continues to be significantly higher than the
state percentage (9.1%), that of the San Francisco
Bay Area (5.7%), and that of the Los Angeles Region
(9.4%). This difference can be accounted for the
high rates found in the North Sacramento Valley
(11.6%) and the San Joaquin Valley (13%). The
Sacramento Metropolitan Region, at 8.4%, fares
better than the state as a whole.
Why is it important?
• Children born to teen mothers are typically born into
a disadvantaged life, where fathers are often absent
or not supportive to the mother in raising the child.
This compounds the effect of teen mothers being
poorly prepared for motherhood with limited savings,
education, work experience, and emotional maturity.
• Many teens who have babies are dependent on MediCal.
Within Valley counties, only four have a rate of
births to teen mothers under 10%: Placer at 4.9%,
El Dorado at 6.8%, Yolo at 7.7%, and Sacramento
at 8.9%. All are located in the Sacramento
Metropolitan Region.
• Teen mothers are more likely to drop out of school and
less likely to marry. It takes many years for them to
begin to earn income and have education comparable to
others their age.
• Children of teen mothers are more likely to have
behavioral problems and academic trouble throughout
their school years.
PERCENTAGE OF LIVE BIRTHS TO TEEN MOTHERS (AGE 15-19)
2005
PERCENTAGE OF LIVE BIRTHS TO TEEN MOTHERS (AGE 15-19)
1996-2005
18%
18%
13.9
11.8
12%
12.0
13.3
12.8
14.2 14.1 14.2
13.0
13.9
13.3
11.3 11.4
10.3
12%
10.2
California 9.1
8.9
7.7
6.8
6%
6%
4.9
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
es
1996
1997
Fr
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
Sa
Do
El
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
0%
California
Source: California Department of Public Health
http://www.cdph.ca.gov/data/statistics/Pages/CountyBirthStatisticalDataTables.aspx
1998
1999
2000
Central
Valley
2001
2002
2003
San Francisco
Bay Area
2004
2005
Los Angeles
Region
Source: California Department of Public Health
http://www.cdph.ca.gov/data/statistics/Pages/CountyBirthStatisticalDataTables.aspx
Child
H EALT H
0%
36
ISSUE BRIEF
FOR GIRLS ONLY
Youth development comes in many forms
including leadership training, political and
civic engagement, recreational alternatives, and
educational programs, all designed to encourage
young people in self-discovery and fostering a
sense of self-worth and responsibility to grow
into confident and successful adults.
But not all youth are equal. At Girls
Incorporated, it is acknowledged that while
boys and girls are similar, girls also have and
do face specific challenges that are better met
in a setting exclusively for them and has been
empowering girls of all ages for nearly 150 years
through its 105 local chapters in the US and
Canada. Under the guiding principle of creating a safe and supportive environment for girls, Girls Inc.
programs free girls from stereotypical roles and allow them to develop healthy and independent images of
themselves.
In 2006, Girls Inc. of the Northern Sacramento Valley was incorporated, serving the counties of Shasta,
Tehama, and Glenn. Being the only Girls Inc. effort in the Central Valley, it is uniquely positioned to
address some of the struggles of the region, including teen pregnancy, child maltreatment, and drug and
alcohol use. They focus their efforts through four core programs: Will Power/Won’t Power addressing
the avoidance of early pregnancy by planning for the future, Project BOLD equipping girls with the
power to protect themselves against violence, Friendly PEERsuasion directed toward substance abuse
prevention and being positive peer influences, and a Girls Circle support program providing a place where
girls can encourage one another through sharing their own experiences.
In a region marked by low household incomes and educational attainment, Girls Inc. is inspiring and
empowering girls in the Northern Sacramento Valley to secure a brighter future for themselves.
For More Information:
Child
H EALT H
Girls Inc. of the Northern Sacramento Valley: www.girlsincnsv.org
37
Low Birth weight babies
Colusa County has already reached the Healthy
People 2010 Objective. Blacks in the Valley are more
likely to give birth to low birth weight babies.
How are we doing?
Definition:
In 2005, the Central Valley (6.8%) is slightly closer
to meeting the Healthy People 2010 Objective than
the state overall (7.0%), the San Francisco Bay Area
(7.0%), and the Los Angeles Region (7.2%).
This indicator measures the percentage of live births
of babies weighing less than 2,500 grams (about
5 pounds, 5 ounces). The data included in this
indicator excludes babies weighing less than 500
grams. The percentages given for low birth weight
babies by race and ethnicity are relative to the
number of live births for each race and ethnicity.
Among Valley counties, Colusa County is the only
one that has already reached and surpassed (3.7%)
the Healthy People 2010 Objective. Five additional
counties in the North Sacramento Valley and
Sacramento Metropolitan Region have rates below
6%: El Dorado at 5.5%, Glenn and Placer at 5.6%,
and Sutter and Yolo at 5.9%.
Why is it important?
• Low birth weight babies face many serious health
problems and are at increased risk of long-term
disabilities including hearing and vision impairment,
chronic respiratory problems, cerebral palsy, autism,
and other developmental disabilities or delays causing
children to be placed in special education at school.
Racial and ethnic differences exist among Valley
births. Blacks are more than twice as likely (12.9%
of all black births) than Hispanics and whites (6.1%
each) to give birth to low birth weight babies. The
rate for Asian/Pacific Islanders is 8.2% in the Valley.
Statewide rates for each racial/ethnic category are
nearly the same as those in the Valley.
• Low birth weight babies are often born to mothers who
have a history of smoking, who live in poverty, and who
have inadequate prenatal care. Pregnancy before 16
or after 45 and being single are other factors associated
with low birth weight babies.
• The Healthy People 2010 Objective, a goal developed
by the U.S. Department of Health and Human
Services, is that no more than 5% of babies be born at
low birth weight.
PERCENTAGE OF LOW BIRTH WEIGHT BABIES BY RACE/ETHNICITY IN THE CENTRAL VALLEY
2005
PERCENTAGE OF LOW BIRTH WEIGHT BABIES
2005
14%
14%
12%
12%
10%
10%
7.7
8%
6.4
5.6
6.1
5.5
5.6
7.2
7.2
5.9
5.9
7.3
6.7
6.6
6.9
6.2
9.4
8%
8.2
6.3 6.4
Healthy People 2010 Objective 5.0
3.7
6%
6.1
6.1
Healthy People 2010 Objective 5.0
White
Hispanic
Black
4%
0%
0%
Sa
es
Asian/Pacific Islander
Other
Fr
Do
El
no
Ke
rn
Ki
ng
Ma s
de
r
M a
Sa erc
e
n
Jo d
a
St quin
an
isl
au
s
Tu
lar
e
2%
ra
do
Pl
ac
e
cr
am r
en
to
Su
tte
r
Yo
lo
Yu
ba
2%
Bu
tte
Co
lu
sa
Gl
en
n
Sh
as
t
Te a
ha
m
a
Child
H EALT H
6%
4%
7.2
California 7.0
12.9
Source: School of Public Health, UC Berkeley, Improved Perinatal Outcome Data Reports (IPODR)
http://www.ipodr.org/ccpr.html
Source: School of Public Health, UC Berkeley, Improved Perinatal Outcome Data Reports (IPODR)
http://www.ipodr.org/ccpr.html
38
data Sources
Family & Home Life
Child Population
Youth Dependency Ratio Data
U.S. Census Bureau
2006 Population Estimates, Table T8-2006
http://factfinder.census.gov/
Race/Ethnic Data
California Department of Finance
Race/Ethnic Population Projections
with Age and Sex Detail
www.dof.ca.gov/HTML/DEMOGRAP/Data/
RaceEthnic/Population-00-50/RaceData_2000-2050.php
Children in Single Parent Families
U.S. Census Bureau
2006 American Community Survey, Table B23008
http://factfinder.census.gov/
Child Care
California Child Care Resource & Referral Network
The California Child Care Portfolio, 2007
www.rrnetwork.org/our-research/2007-portfolio.html
Availability Population Data
California Department of Finance
Race/Ethnic Population Projections
with Age and Sex Detail
www.dof.ca.gov/HTML/DEMOGRAP/Data/
RaceEthnic/Population-00-50/RaceData_2000-2050.php
Availability Parental Labor Force Data
U.S. Census Bureau
2000 Census
http://www.census.gov/main/www/cen2000.html
Affordability Data
2004-05 Regional Market Rate Survey of California Child
Care Providers
Child Maltreatment
UC Berkeley Center for Social Services Research (CSSR)
California Department of Social Services
Child Welfare Dynamic Report System, Referral &
Substantiation Rates
http://cssr.berkeley.edu/ucb_childwelfare/
Foster Care
First Entry Data
UC Berkeley Center for Social Services Research (CSSR)
California Department of Social Services
Child Welfare Dynamic Report System, Entry Rates
http://cssr.berkeley.edu/ucb_childwelfare/
Exits to Permanency Data
UC Berkeley Center for Social Services Research (CSSR)
California Department of Social Services
Child Welfare Dynamic Report System, Table C3.1
http://cssr.berkeley.edu/ucb_childwelfare/
English Learners
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
Third Grade Reading Scores
Poverty & Children
Children Living in Poverty
Child Population Data
U.S. Census Bureau
2006 American Community Survey, B17001
http://factfinder.census.gov/
Children Living in Poverty Data
U.S. Census Bureau
2006 Population Estimates, Table T8-2006
http://factfinder.census.gov/
Parent Employment
U.S. Census Bureau
2006 American Community Survey, Table B23008
http://factfinder.census.gov/
Median Household Income Data
U.S. Census Bureau
2006 American Community Survey, Table B19013
http://factfinder.census.gov/
Food Stamp Participation
U.S. Census Bureau
2006 American Community Survey, Table S2201
http://factfinder.census.gov/
Race/Ethnic Data
California Department of Social Services
Food Stamp Data Tables
DFA 358F - Food Stamp Program Participants by
Ethnic Groups - July 2006
www.cdss.ca.gov/research/PG355.htm
Students Enrolled in Free/Reduced Price Meals
Programs
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
California Department of Education
STAR 2007 Test Results
http://star.cde.ca.gov/star2007/viewreport.asp/
Teacher Quality
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
School Capacity
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
Truancy
California Department of Education
Safe & Healthy Kids Program Office
http://dq.cde.ca.gov/dataquest/
High School Dropouts
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
Students Taking the SAT
California Department of Education
Education Planning and Information Center
http://dq.cde.ca.gov/dataquest/
UC/CSU Eligible Students
Course Completion Data
California Department of Education
Educational Demographics Unit
http://dq.cde.ca.gov/dataquest/
Direct-to-College Transfer Data
California Postsecondary Education Commission
College-Going Rates by County
www.cpec.ca.gov/OnLineData/CaCGRCounty.asp/
Child Health
Education
Children Attending Preschool
Children Now
2007 California County Data Book
http://publications.childrennow.org/publications/
invest/cdb07/databook_2007.cfm
IPUMS USA, Minnesota Population Center
http://usa.ipums.org/usa/index.shtml
39
Health Insurance
2001, 2003, 2005 California Health
Interview Survey
www.chis.ucla.edu/
data Sources
Dental Insurance
Juvenile Drug- and Alcohol-Related Arrests
Low Birth Weight Babies
2005 California Health Interview Survey
www.chis.ucla.edu/
Office of the Attorney General
California Department of Justice
Criminal Justice Statistics Center
http://ag.ca.gov/cjsc/datatabs.php/
University of California at Berkeley
School of Public Health
Improved Perinatal Outcome Data Reports (IPODR)
www.ipodr.org/ccpr.html
Physical Fitness
California Department of Education
Standards and Assessment Division
http://dq.cde.ca.gov/dataquest/
Births to Teens
California Department of Public Health
County Birth Statistical Tables, Table 2-21
www.cdph.ca.gov/data/statistics/Pages/
CountyBirthStatisticalDataTables.aspx
Childhood Obesity
California Department of Education
Standards and Assessment Division
http://dq.cde.ca.gov/dataquest/
C I T A T I ONS & DEF I N I T I ONS
Child Maltreatment
1. Beeman, S. K., Hagemeister, A. K., & Edleson, J. L.
(2001). Case assessment and service receipt in families
experiencing both child maltreatment and woman
battering. Journal of Interpersonal Violence, 16, 437–458.
Food Stamp Participation
2. TANF (Temporary Assistance for Needy Fanuilies)
is a block grant program to help move recipients into
work and turn welfare into a program of temporary
assistance. Under the welfare reform legislation of 1996,
TANF replaced the old welfare programs known as Aid
to Families with Dependent Children (AFDC), the Job
Opportunities and Basic Skills Training (JOBS) program
and the Emergency Assistance (EA) program. The law
ended federal entitlement to assistance and instead
created TANF as a block grant that provides States and
tribes federal funds each year. These funds cover benefits,
administrative expenses, and services targeted to needy
families.
3. The CalWORKs (California Work Opportunities and
Responsibility to Kids) program provides temporary
financial assistance and employment focused services
to families with minor children who have income and
property below State maximum limits for their family
size.
School Dropouts, Civic Enterprises and Peter D. Hart
Research Associates, March 2006.
English Learners
7. U.S. Department of Justice, Office of Juvenile
Justice and Delinquency Prevention. http://ojjdp.
ncjrs.org/truancy/overview.html
4. Hakuta, K., Goto Butler, Y., Witt, D., How Long
Does It Take English Learners to Attain Proficiency?,
2000. The University of California Linguistic Minority
Research Institute, Stanford University.
8. U.S. Department of Justice, Office of Juvenile
Justice and Delinquency Prevention. http://ojjdp.
ncjrs.org/truancy/overview.html
Teacher Quality
High School Dropouts
5. The life teaching credential was issued for the life
of the holder and has not been issued since 1985.
The preliminary, clear, and professional clear teaching
credentials must be renewed or require additional
academic or professional development. For further
information, please visit
http://www.ctc.ca.gov/glossary/glossary.html/.
9. California Department of Education. DataQuest.
http://dq.cde.ca.gov/dataquest/gls_drpcriteria.asp
Truancy
6. Bridgeland, John, John J. Dilulio, Jr. and Karen
Burke Morison, The Silent Epidemic: Perspectives of High
40
10. Santa Barbara County Education Office.
http://smhsathleticboosters.org/districts/cbeds.shtml
Health Insurance
11. Newacheck P, Stoddard J, Hughes D, Pearl
M. Health Insurance and Access to Primary Care
for Children. New England Journal of Medicine.
1998;338:513-19.
Th e S t a t e o f t h e G r e a t C e n t r a l Va l l e y
I n d i cato r r e p o rt S e r i e s
Each topic area in the Great Valley Center’s indicator report series is updated every
five years. The following reports are available for download free of charge at
www.greatvalley.org/indicators.
The Economy
The Environment
1999 Edition
2004 Edition
Update scheduled for 2009
2000 Edition
2005 Edition
Update scheduled for 2010
Community Well-Being
Public Health and
Access to Care
2002 Edition
2006 Edition
Update scheduled for 2011
!33%33).' 4(% 2%')/. 6)! ).$)#!4/23
%DUCATION AND 9OUTH 0REPAREDNESS
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' REATCENTRALVALLEY
OF#ALIFORNIA
Education and
Youth Preparedness
2004 Edition
2008 Edition
Update scheduled for 2013
3UPPORTINGTHEECONOMICSOCIALANDENVIRONMENTAL
WELLBEINGOF#ALIFORNIAS'REAT#ENTRAL6ALLEY
' R E AT 6A L L E Y # E N T E R . E E D H AM 3 T R E E T - O D E S T O # !
4E L & AX W W W G R E AT VA L L E Y O R G I N F O G R E AT VA L L E Y O R G
The Great Valley Center
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www.greatvalley.org
2003 Edition
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Update scheduled for 2012
Education
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to improve the economic, social and environmental well-being of California’s Great Central Valley.