Michigan Achieves! Progress Indicators
To know whether we’re on track with our goals of becoming a top ten state, The Education Trust-Midwest began tracking Michigan’s performance and progress of our P-16 system in 2016, in both academic measures and measures of learning conditions that research shows are essential for equitable access to opportunities to learn. Below, we share our progress toward becoming a top ten education state by 2030, as part of our Michigan Achieves initiative.
We use the best available state and national data to show where we are and where we’re headed by 2030 if we continue down our current path.
Hover over or click on a chart for more information.
4th GRADE READING
WHAT IT IS:
A telling indicator of whether Michigan’s students are being prepared for success is how well our young students read. The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment that provides for long-term comparisons of what America’s students know and can do in various subject areas. The assessment is given every two years and provides necessary information about student performance and growth for several indicators, including fourth-grade reading.
WHY IT MATTERS:
Reading proficiency is tied to all kinds of academic and life outcomes, and improving early reading is much more cost-effective than intervening with older students, when they are many years behind in school or dropping out. Michigan must drastically improve its early literacy achievement for all students and close the achievement gaps that keep far too many of its low-income children and students of color from fulfilling their potential.
CURRENT PERFORMANCE:
35TH
2030 PROJECTION:
45TH
CURRENT PERFORMANCE:
33RD
2030 PROJECTION:
37TH
8th GRADE MATH
WHAT IT IS:
The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment that provides for long-term comparisons of what America’s students know and can do in various subject areas. The assessment is given every two years and provides necessary information about student performance and growth for several indicators, including eighth-grade math.
WHY IT MATTERS:
In addition to basic reading skills, math skills are essential for all students. Basic algebra is the foundation for high-level math courses. When students have not mastered this foundation, they are required to enroll in remedial courses when they begin college. But eighth-grade math skills are not just for those students who are college-bound. A study conducted by ACT found that along with reading skills, math skills are essential for vocational jobs including those as a plumber, electrician or an upholsterer.
COLLEGE READINESS
WHAT IT IS:
Remedial coursework is necessary for students who lack fundamental skills in a subject area – skills that should have been developed in K-12. These courses also are not credit bearing, meaning they don’t count toward a degree.
WHY IT MATTERS:
About 25.3 percent of all Michigan students were required to take at least one remedial course in 2- and 4-year college or university programs. That’s more than a quarter of Michigan students who must pay for additional instruction in college before moving on to credit-bearing courses. The percentage is even more startling for historically underserved subgroups – 47 percent of African American students in Michigan are required to enroll in college remedial courses. Having to enroll in remedial courses can mean additional costs for students and more time to complete their degrees.
CURRENT PERFORMANCE:
25%
ENROLLED IN AT LEAST
ONE REMEDIAL COURSE
2030 PROJECTION:
25%
ENROLLED IN AT LEAST
ONE REMEDIAL COURSE
Note: Remedial coursework includes math, reading, writing or science courses. Data is limited to Michigan high school graduates enrolled in college the following fall in a Michigan college or university only.
CURRENT PERFORMANCE:
26TH
2030 PROJECTION:
NOT YET AVAILABLE
COLLEGE AND POSTSECONDARY ENROLLMENT
WHAT IT IS:
This measure represents the percentage of high school graduates in each state who attend college anywhere in the U.S. directly from high school.
WHY IT MATTERS:
In order for Michigan’s students to fulfill their true potential and be the leaders of tomorrow, more must enroll in postsecondary training, whether that be at a trade school, community college or a four-year university. On this measure, Michigan is slightly below the national average, ranking 26th, with about 61.5 percent of high school graduates attending some form of postsecondary training in the 2011-12 school year.
The state department of education reports that 67.3 percent of Michigan’s 2017 high school graduates enrolled in a postsecondary program within 12 months of graduation.
COLLEGE ATTAINMENT
WHAT IT IS:
This indicator represents the percentage of people 25 years or older in each state and nationally who have completed a bachelor’s degree.
WHY IT MATTERS:
In 2017, Michigan ranked 31st in the percentage of adults 25 or older who have completed a bachelor’s degree, at 29.1 percent. Roughly 17 percent of African American or Hispanic Michiganders have completed a bachelor’s degree.
CURRENT PERFORMANCE:
31ST
2030 PROJECTION:
32ND
TEACHER EFFECTIVENESS
Without a doubt, student learning is dependent on many factors. But, the research is clear – the number one in-school predictor of student success is the teaching quality in a child’s classroom. In leading states, sophisticated data systems provide teaching effectiveness data that are used for many purposes, such as professional development and early student interventions. In Michigan, those data are unavailable at this time.
ACCESS TO RIGOROUS COURSEWORK
WHAT IT IS:
Access to rigorous coursework is measured by the College Board Advanced Placement (AP) Program Participation and Performance data. The data represent the total number of AP exams administered per 1,000 11th and 12th grade students.
WHY IT MATTERS:
One of the best ways to ensure more students are college- and career-ready is to increase access to rigorous coursework in high school, such as Advanced Placement courses. Research shows that having access to rigorous coursework and high quality instruction in high school is one of the best predictors of postsecondary success. Michigan is currently ranked 29th for the total number of AP exams administered per 1,000 11th and 12th graders.
CURRENT PERFORMANCE:
29TH
2030 PROJECTION:
28TH
CURRENT PERFORMANCE:
43RD
2030 PROJECTION:
NOT YET AVAILABLE
Reading this figure: In Utah, the highest poverty districts receive 21 percent more in state and local funds per student than the lowest poverty districts (not adjusted for additional needs of low-income students). In states shaded in blue, the highest poverty districts receive at least 5 percent more in state and local funds per student than the lowest poverty districts; in states shaded in dark red, they receive at least 5 percent less. Grey shading indicates similar levels of funding for the highest and lowest poverty districts. Note that although all displayed percentages are rounded to the nearest percentage point, states are ordered and classified as providing more or less funding to their highest poverty districts based on unrounded funding gaps.
SCHOOL FUNDING EQUITY
WHAT IT IS:
This measure represents how the highest and lowest poverty districts are funded based on state and local revenues and whether it is equitably distributed or not.
WHY IT MATTERS:
Michigan ranks an abysmal 43rd of 47 states in the nation for funding gaps that negatively impact low-income students. On average, Michigan districts serving the highest rates of students from low-income families receive about 5 percent less in state and local funding per student than more affluent districts. This lack of equity can lead to further imbalances in our educational system as a whole.
Hawaii was excluded from the within-state analysis because it is one district. Nevada is excluded because its student population is heavily concentrated in one district and could not be sorted into quartiles. Alaska is excluded because there are substantial regional differences in the cost of education that are not accounted for in the ACS-CWI. Because so many New York students are concentrated in New York City, we sorted that state into two halves, as opposed to four quartiles.
TEACHER SALARY EQUITY
WHAT IT IS:
This measure represents the gap in average teacher salaries between Michigan’s highest income and lowest income districts.
WHY IT MATTERS:
Teachers in Michigan’s wealthiest districts are paid about $9,700 more, on average, than teachers in Michigan’s poorest districts. That’s alarming, considering what we know about the importance of high-quality teachers in closing the achievement gap that persists between low-income and higher-income students.
To recruit and retain highly effective teachers in the schools that need them most, Michigan must close the gap in teacher pay.
CURRENT PERFORMANCE:
$9,739
AVG. SALARY GAP FOR
HIGHEST- AND LOWEST-
POVERTY DISTRICTS
2030 PROJECTION:
NOT YET AVAILABLE
Source: MDE Bulletin 1011, 2016-17; CEPI Free and Reduced Priced Lunch, Fall 2016-17 (District)
CURRENT PERFORMANCE:
26%
OF TEACHERS ABSENT
MORE THAN 10 DAYS
2030 PROJECTION:
NOT YET AVAILABLE
TEACHER ATTENDANCE
WHAT IT IS:
This measure represents the percent of teachers absent from work for more than 10 days over the course of one school year at the state level.
WHY IT MATTERS:
According to a recent report from Education Week, about 26 percent of teachers in Michigan were absent from their job more than 10 days, on average. That’s about six percent of the school year, which is equivalent to a typical 9-to-5 year-round employee missing more than three weeks of work on top of vacation time.
STUDENT ATTENDANCE
WHAT IT IS:
This measure represents the number of eighth-graders absent three or days in the last month based on the National Assessment for Educational Progress (NAEP).
WHY IT MATTERS:
Not only are Michigan’s teachers missing too much school, but Michigan’s students – especially African American students – are missing far too many days of school, often against their will due to disproportionate rates for out-of-school suspensions. According to the 2017 national assessment, 24 percent of Michigan’s eighth-grade students said they had been absent from school three or more days in the last month. Moreover, Detroit leads the nation for absences among urban districts, with 39 percent of students absent three or more days in the last month.
CURRENT PERFORMANCE:
24%
OF 8TH GRADERS REPORTED
FREQUENT ABSENCE
2030 PROJECTION:
24%
OF 8TH GRADERS REPORTED
FREQUENT ABSENCE
Note: AK, CO, LA, MT, SD, UT and WY are not included in the analysis because data was not available.
CURRENT PERFORMANCE:
45TH
2030 PROJECTION:
NOT YET AVAILABLE
OUT-OF-SCHOOL SUSPENSIONS
WHAT IT IS:
Data from the Civil Rights Data Collection measure discipline rates nationally.
WHY IT MATTERS:
One of the most troubling practices in Michigan – and around the country – is the overuse of suspension and expulsion, particularly for students of color. Overall Michigan ranks 45th. For African American students, Michigan has the fourth highest out-of-school suspension rate in the country. Twenty percent of the African American students in Michigan schools were suspended in the 2013-14 school year.
COLLEGE AFFORDABILITY
WHAT IT IS:
This indicator measures the affordability of four-year public institutions by state for an average Pell Grant recipient who lives on campus, receives the average amount of grant aid, takes out the average amount of federal loans and works over the summer. Data represent the additional dollars needed to cover the cost of attendance.
WHY IT MATTERS:
It’s not enough to get into college. Young Michiganders have to be able to afford to stay in school and graduate. On average, a low-income Michigan student paying in-state tuition at a four-year public institution, who lives on campus and works over the summer, faces a $1,659 affordability gap. This means that despite financial aid and summer wages a low-income student still falls $1,659 short, on average, of being able to afford Michigan’s four-year public institutions. Michigan is currently ranked 29th for college affordability.
CURRENT PERFORMANCE:
29TH
2030 PROJECTION:
NOT YET AVAILABLE
Source: National College Access Network, Shutting Low-Income Students Out of Public Four-Year Higher Education (2018)
