PK-20 Framework: Cradle to Career
Potential Indicators & Data Sources
Below are possible indicators for each of the 5 P20 goal areas. This is a brainstormed list of indicators, social and academic, that
we might want to look at and which a design team will take into consideration using the criteria we have established.
These indicators fall into various categories in terms of availability, reliability, usefulness, etc.
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We have good reliable data on some of the indicators (particularly in Goal 2, Succeed Academically)
We have data but it is not particularly reliable (particularly in Goal 1, Prepared for School)
We don’t have data but we’d sure like to have it (particularly in Goal 4, Entry into Post-Secondary Education, and Goal 5,
Gradate and Enter a Career).
Goal 1: Be Prepared for School
Possible Academic Indicators
 Percentage of students “Kindergarten Ready;” and ready
to read
 Percentage of 4-year olds receiving preschool
 Percentage of students receiving Early Head Start early
identification
 Responds to parent/caregiver high-quality talking,
reading, and singing
 Uses exploration and Discovery to understand
surroundings
 Develops Letter Knowledge and Phonological Sensitivity
 Participates in High Quality Pre-school
Possible Community/Social Indictors
 Percentage of infants with pre-natal care
 Percentage of parents provided with early learning
parenting skills
 Number of “well births” in Multnomah County
 Percentage of children in licensed child care facilities
 Has a stable relationship with a strongly involved parent or
caregiver
 Has a Parent/Caregiver who understands Developmental
Milestones
Possible Data Sources
 Kindergarten readiness survey--ODE
 Head Start Program Data for Multnomah County--ODE
 Early Head Start Reports--ODE
Possible Data Sources
 County Public Health
 County Foster Care Placement
 Hospital/Doctor reports of providing parenting
information
Key Transition Year: Age 4-5 (Preschool to Kindergarten)
Potential Indicators & Data Sources
February 18, 2016
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Goal 2: Succeed Academically
Possible Academic Indicators
 Percentage of students Participating in Full Day
Kindergarten
 Percentage of students meeting and exceeding state
academic benchmarks at the 3rd, 5th, 8th and 10th grade
level in literacy and mathematics
 Percentage of students meeting state academic
benchmarks in writing at the 7th and 10th grade level
 Middle school student attendance average of 90%
 Percentage of 8th graders taking and passing Algebra
 Percentage of students earning 6 credits or more by the
end of the 9th grade year
 Percentage of students participating in academic tutoring
under Title I
 Schools meeting Adequate Yearly Progress targets
 Schools demonstrating academic growth targets for all
subgroups
 Students participating in AP, IB or honors programs
 Students demonstrating proficiency for the Oregon
diploma
 Number of students demonstrating “college readiness” on
college readiness indicators, e.g., ACT, SAT, AP exams,
IB exams.
 Percentage of classes taught by highly qualified teachers
Possible Data Sources
 School district reports on kindergarten—Local Districts
 State enrollment reports--ODE
 State reports on academic achievement by county-ODE
 School district grade reports—Local districts
 School district/state Title I reports—ODE
 School district reports on college readiness
examinations—ACT, College Board, IB
Possible Community/Social Indicators
 Students exhibiting learning-related skills, such as, selfregulation, social competence, self-esteem, and
motivation.
 Student reports of having a strong Adult Figure
attachment other than a parent
 Number of parents provided information on postsecondary educational opportunities, application
procedures and financial aid opportunities
 Number of students visiting college campuses
Possible Data Sources
 Kindergarten readiness survey--ODE
 State Risk Behavior Report—Department of Human
Services
 School district reports on high school “college nights” and
other events
 University/Community College reports on outreach,
GEAR UP, Upward Bound, MESA and other pre-college
programs.
Key Transition Year: Age 10-11 (Elementary School to Middle School)
Potential Indicators & Data Sources
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February 18, 2016
Goal 3: Supported Inside and Outside of School
Possible Academic Indicators
 Number of Students receiving academic tutoring
 Number of Students participating in after-school academic
support programs
 Number of Students participating in summer school
 Students participating in learning enrichment community
service, e.g., Zoo Teens, OMSI, Portland Parks and
Recreation, Outdoor School,
Possible Community/Social Indicators
 Students receiving mentoring support
 Students demonstrating strong social emotional
competence by Eighth Grade
 Students participating in community and school
organizations
 Students participating in Service Learning and community
service projects
 Students participating in recreational, artistic, activityoriented programs after school
 Students participating in summer sports, recreation,
artistic activities during the summer
 Percentage of students reporting reduced-risk behaviors
Possible Data Sources
 Data reports on 21st Century Learning Community (Title
IV NCLB) programs--ODE
 Data report on Title I Supplemental Services--ODE
 SUN School data reports—Multnomah County;
Metropolitan Family Services
 City of Portland Parks and Recreation
 Multnomah ESD Outdoor School
 School District Reports on summer programs
Possible Data Sources
 Oregon Mentors Project
 Oregon Risk Behavior Survey
 Community Based Organizations, e.g., Friends of the
Children, I Have A Dream, Big Brother-Big Sister,
Salvation Army, Boys and Girls Clubs of Oregon, Urban
League, etc.
 Summer athletic programs
Key Transition Year: Age 13-14 (Middle School to High School)
Potential Indicators & Data Sources
February 18, 2016
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Goal 4: Entry into Post-secondary education or training
Possible Academic Indicators
 Number of students in advanced math and science by the
twelfth grade
 Disaggregated Enrollment in Community Colleges
 Disaggregated Enrollment in 4-year institutions
 Enrollment in industry-based training programs
 High school 4 year graduation rates
 Students with a Career Plan and Personal Profile by the 10th
grade
 Number of students participating in college entry support
programs, e.g., Upward Bound, GearUp, etc.
 Number of students earning college credit prior to high school
graduation
 Students participating in AP, IB or honors programs
 Students demonstrating proficiency for the Oregon diploma
 Number of students demonstrating “college readiness” on
college readiness indicators, e.g., ACT, SAT, AP exams, IB
exams
Possible Community/Social Indicators
 Parents and students have been provided adequate information
on financial aid and application procedures
 Number of students receiving financial aid
 Information on post-secondary options is made available to all
members of the community.
Possible Data Sources
Possible Data Sources
 Oregon University System Data—OUS
 Progress reports from Oregon Opportunity Grant activities
 High School graduation reports--ODE
 Campus visits and participation at orientation meetings, e.g.,
college nights
 School and district reports from college readiness examinations
 Financial Aid offices reports, e.g., number of students receiving
 Oregon Community College and Workforce Development
financial assistance and the number of students with
data—CCWD
accumulated debt
 School district reports on progress toward the high school

Career and Technical Education program data
diploma-ODE
 Evidence of community outreach in multiple languages
 Higher education institution reports on pre-collegiate support
programs
 Industry reports on enrollment in apprenticeship programs—
Worksystems,Inc.
 Career and Technical Education Dual Credit report—ODE
 Report on participation in Oregon Expanded Options
program—ODE
Key Transition Year Age 17-18 (High School to Freshman Year of College)
Potential Indicators & Data Sources
February 18, 2016
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Goal 5: Post-Secondary Graduation and Career Entry
Possible Academic Indicators
 Percentage of students earning an Associate degree
 Percentage of students earning a Bachelor’s degree within
6 years of entry
 Retention rate of colleges in keeping students enrolled and
progressing over time
 Percentage of post-secondary graduates employed in their
field of preparation by age 25
Possible Community/Social Indicators
 Students receiving career guidance, counseling and
placement services as a routine part of their programs
 Students participating in industry-based outreach
 Students receiving culturally specific social support
 Number of students engaged in community and campus
organizations
 Students receiving time and stress management skills
Possible Data Sources
 Oregon University System data on retention and
graduation
 Industry-based apprentice/training program reports: Work
Force agencies
 National Student Clearing House report on high school
graduates (may require a fee if local districts have not
subscribed.)
Possible Data Sources
 Post-secondary institution reports
 Industry-based reports on career apprenticeship and
training
 Employment reports-Oregon Department of Economic
Development and Oregon Employment Division
Key Transition Year: Age 18-19 (Freshman Year to Sophomore Year of College)
Potential Indicators & Data Sources
February 18, 2016
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