STATEWIDE STUDY ON

EDUCATION & THE ECONOMY

IDAHO
Boise | June 27, 2019

KETCHUM
 KEY DATES
SUPPLEMENTAL INFORMATION
CONTENTS January 4, 2019
Announcement of Study

February 2019 – May 2019

Qualitative Inquiry & Data Collection

March 2019 – June 2019

Quantitative Inquiry & Data Collection

Methodology June 27, 2019

Release of study findings
• Guiding Principles August 5, 2019
• Methodology Full report published

• Study scope

Findings Highlights
• Quantitative: Surveys
• Qualitative: Interviews & Focus Groups
• Economic Complexity

Analysis Highlights
• Key Analysis
• Recommendations

CITY
OF THE
ROCKS
 METHODOLOGY
4
GUIDING PRINCIPLES

This is a study about Idaho…

….written, produced, and directed in Idaho
….starring Idaho’s schools, teachers, superintendents, employers, non-governmental leaders, communities, and families
….triangulated with a third party expert observer and quantitative HQ in Utah @ SAP/Qualtrics

This is not…
…a recommendation on how to allocate the state’s resources
…HP’s singular voice, that of IBE’s membership, or only the voice of business

BOISE
METHODOLOGY & VALIDITY

Literature Review

✓ Survey methodology experts [SAP/Qualtrics Utah]

✓ Independent observer [Marcela Escobari]
INDEPENDENCE
Quantitative Qualitative
✓ >1,725 respondents ✓ >80 Site visits >80 hours of audio
✓ Parents > √n ✓ >45 days in the field
✓ Teachers > √n ✓ A true 360 degree view:
✓ Employers > √n Idaho’s top executive; Idaho state
✓ School Board & Sup’s > √n superintendent; several college &
university presidents; teachers; IEA;
students; NGOs

Economic Complexity

Findings & Analysis

Recommendations Map of Parent Respondents by

reported Zip Code
RESEARCH QUESTIONS

How is education in the state of Idaho viewed by its main constituent groups?
What factors were seen to impede improved outcomes?
What factors were seen to contribute to improved outcomes?
How did stakeholder views agree or disagree?
What types of jobs constitute “good growth?”*
FINDINGS & ANALYSIS
RECOMMENDATIONS

Given the above and what’s already known about education in the state, what
ought Idaho’s stakeholders consider doing to maximize the performance of the
state’s human capital development apparatus?
 Study info

GROUNDING THE STUDY*

CASCADE

8
 GROUNDING the STUDY
To be included as a literature review:
School Performance
Performance of Idaho’s schools across several vectors, including
literacy and performance on state and national assessments +
preparation of Idaho’s young population for post-secondary education
Tertiary Enrollment
The extent to which students enroll in post-secondary education
relative to their representation in the population and types of
institutions in which they enroll
Student Success
The success of students in obtaining postsecondary education
credentials and degrees
Cost
The affordability and financial accessibility in Idaho
Research Activity
The research competitiveness in the state
9
Key insights
Idaho’s impressive economic growth has not
been matched by improvements in educational
outcomes. Key metrics such as research
funding, the go-on rate, tertiary completion
rates, and childhood literacy lag behind other
states.
All of these indicators are important to any
decision-making processes for public and private
sector actors. Therefore, they will be included in
the final report.
However, for this briefing, we will focus on the
new knowledge created by our study and a
preview of our recommended actions.
 HIGHLIGHTS FROM THE LITERATURE REVIEW
Idaho College Opportunity at Risk
Institute for Research on Higher Education, Univ of Pennsylvania, Finney et al. 2018
18th IN EDUCATIONAL PERFORMANCE
33nd IN EDUCATIONAL EQUITY
47th IN HIGHER EDUCATION FUNDING & PRODUCTIVITY
15TH IN STATE ECONOMY & FINANCES
10
32/50
Idaho spends $45,448 per degree and
certificate produced at all public institutions.
RANK: 45TH
Idaho awards 19.9 degrees per 100 full-
time equivalent students per year at all
degree-granting institutions.
RANK: 49TH
If Idaho fails to improve and achieve the
60% go-on rate benchmark, it will fall
short by 162,148 credentials by 2025
 HIGHLIGHTS FROM THE LITERATURE REVIEW

Achievement Gaps

Mathematics Performance, 8th Grade

General Population vs. Hispanic | Mean Reported Scores
NAEP, 2017
Idaho faces a persistent
achievement gap between
Hispanics and non-Hispanics.

….and the Hispanic population

GAP
is growing faster than the rest
of the population, now
comprising 12.7% of Idaho’s
population (218,627 per ICHA)

More study needed to identify

root causes and corelative
factors.

11
 HIGHLIGHTS FROM THE LITERATURE REVIEW

NAEP and other comparative assessments

National assessment of educational progress [NAEP]
Mathematics Performance, 8th Grade
Mean Reported Scores by State

284 National
mean
NAEP, 2017

12
 HIGHLIGHTS FROM THE LITERATURE REVIEW

Federal Research Funding

N S F , N I H , CDC, AH RQ, RA

Agency Funding State Rank

Nat’l Institutes of Health $14.1M 49

Nat’l Science Foundation $17.1M 41

CDC $0.3M 43

Agency / Health Research & Quality $0M

Total $31.5M 48

…Meanwhile, Idaho spending on education is nearly 50% of the state budget, while the US average is 38.3%
source: NASBO, 2019
 Study info

FINDINGS HIGHLIGHTS

CASCADE

1
RESPONDENT CHARACTERISTICS: PARENTS
What grade level do your children attend? (n = 733)
14.00%

90% in Traditional Schools

12.00%
10% in Alternative Schools

10.00%

8.00%

6.00%

4.00%

2.00%

0.00%
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th grade 11th grade 12th grade
PARENTS: THE PURPOSE of EDUCATION
n = 733

70%

66% believe
66%

The main purpose of K-12 schools is to

60%

help young people grow personally 50%

and intellectually 40%

33%

30%

34% believe
The main purpose of K-12 schools is to 20%

teach specific skills and knowledge 10%

that can be used in the workplace 0%

PARENTS: WHY STUDENTS GO TO SCHOOL
n = 733
What motivates students to go to school? Do students like going to school?
50.00% 50.00%

45.00% 45.00%

40.00% 40.00%

35.00% 35.00%

30.00% 30.00%

25.00% 25.00%

20.00% 20.00%

15.00% 15.00%

10.00% 10.00%

5.00% 5.00%

0.00% 0.00%

To prepare for To prepare for a job To learn things so Because they have to Dislike it a lot Neither like nor Somewhat dislike Somewhat like it Like it a lot
college/university or career they can help others dislike it it
PARENTS: PERCEPTIONS OF SCHOOL QUALITY
n = 733
School Quality: School Quality: School Quality:
Overall College Preparedness Workforce Preparedness
50% 50% 50%

45% 45% 45%

40% 40% 40%

35% 35% 35%

30% 30% 30%

25% 25% 25%

20% 20% 20%

15% 15% 15%

10% 10% 10%

5% 5% 5%

0% 0% 0%
Excellent Good Average Fair Poor Excellent Good Average Fair Poor Excellent Good Average Fair Poor

BETTER WORSE
PARENTS: PERCEPTIONS OF SCHOOL QUALITY
n = 733

School Quality versus other states

50%

45%

40% Conflicting views of the quality of Idaho’s schools

35%
Parents believe Idaho schools are “average” [M =
30%
2.46; SD = 1.08]… except when compared to
25% other states [M = 4.88; SD =1.50]
20%
Parents believe Idaho’s schools are equally adequate in preparing
15% students for higher education and the workforce
10%
Higher Education M = 2.71; SD = 1.13
Workforce Preparedness M = 2.84; SD = 1.09
5%

0%
Much better than Somewhat better About the same Somewhat worse Much worse than
in other states than in other as in other states than in other in other states
states states

BETTER WORSE
PARENTS: CAREER CHOICES & SOCIAL MOBILITY

Q: Do you want your student to follow a similar career as you?

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
Definitely Yes Probably Yes Might or Might Not Probably Not Definitely Not
PARENTS: WILL STUDENTS MOVE OUT OF IDAHO?

70% of parents believe students are “extremely” or “somewhat” likely to stay in Idaho.

If they did leave, why would they leave?

“Other” responses included:

• Both work & education

• Military
• Church Mission
• Family-related moves
• Marriage

Work & Career Opptys Educational Opptys Other

PARENTS: MISMATCHED EXPECTATIONS

96% believe 53% believe Only 1% believe

Their students will Their students will Their students will attend an
graduate high school attend some college online postsecondary option

80% actually 45% actually 15%

Graduate (in 2018) Started college (2018) of US students are enrolled
NCES, 2019 NATIONAL STUDENT CLEARING HOUSE, 2019 exclusively in online
programs
NCES, 2018
PARENTS: MISMATCHED EXPECTATIONS

96% believe 53% believe Only 1% believe

Their students will Their students will Their students will attend an
graduate high school attend some college online postsecondary option

80% actually 45% actually 15%

Graduated (in 2018) Started college (2018) of US students are enrolled
NCES, 2019 NATIONAL STUDENT CLEARING HOUSE, 2019 exclusively in online
programs
NCES, 2018
BUSINESSES
RESPONDENT CHARACTERISTICS: BUSINESS
How many people do you employ in Idaho? (n = 147)

25%

44% have employees in

other states
20%

15%

10%

5%

0%
1-9 10 - 49 50 - 99 100 - 249 250 - 499 500 - 999 1,000 - 1,999 2,000 or more
STRONG BUSINESS CONFIDENCE IN IDAHO

How do you rate Idaho as a In five years, do you plan to have a

place to do business? greater or lesser presence in Idaho?
(n = 147) (n = 147)

89% 73%
Excellent Greater
or Good Idaho
Presence
Expected

Excellent Good Average Poor Terrible A greater presence A lesser presence About the same as today
BURDENS to BUSINESS
Severity
 Most Severe Continuum Least Severe →

Availability of skilled workers Educational achievement Quality of local schools State or local tax structure State or local laws and General quality of life
regulations
BUSINESS VIEWPOINT: MOST VALUABLE SKILLS Q3.6

What are the most important characteristics you look for in student or early-career hires?

1.PERSONAL RESPONSIBILITY 53%

of business respondents cited personal
responsibility as the #1 most important
characteristic for students and early-career hires
2.Ability to navigate change
21%
3.Persistence of respondents cited the ability to navigate
change as the most important
4.Innovation
42%
5.Computer / IT Fluency ranked computer & IT fluency as the least
important characteristic from the list
TEACHERS
RESPONDENT CHARACTERISTICS: TEACHERS
n = 525 [all public school teachers]
MOST IMPORTANT SKILLS: TEACHERS
n = 525 [all public school teachers]

Knowledge about a specific industry

A credential signaling some kind of academic accomplishment

Capability to consistently produce high-quality work

Ability to execute a set of tasks required for the job Top priority skills for Idaho’s
students according to
teachers
An adaptable and learning-oriented mindset
1. Grit & Perseverance
Ability to embrace difficult challenges even when success is not
2. Adaptability
guaranteed 3. Ability to follow instructions

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00%

Not at all important Slightly important Moderately important Very important Extremely important
 HOW WELL DO YOUR STUDENTS DEMONSTRATE:

Can analyze information

Effective oral and written communications

Innovation

Adaptability Current skill level for Idaho’s

students according to teachers
Ability to influence others
Last: Analysis
Second to Last: Communications
Can find information and resources Third to Last: Innovatino

Creativity

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Not well at all Slightly well Moderately well Very well Extremely well
THE PURPOSE of EDUCATION
Cross-stakeholder analysis: which is more important?

Personal and intellectual growth

are more important Job skills are more important

Parents 66% 34%

Businesses 79% 21%

School Boards & Sup’s 78% 22%

Teachers 72% 28%

 THEMES & CODES
from QUALITATIVE

3
THEMES & CODES from QUALITATIVE RESEARCH
Early Childhood Education
Seen by many as an intractable political issue, but one that remains crucial to educational success.
Creative solutions are needed to address.

IRI and ISAT: Teaching to the Test

Many teachers lament teaching to the test to raise assessment performance, but assessments are
necessary to measure outcomes and calibrate interventions.

Funding and Levy Structure / Local Autonomy

Where local schools are supported by levies, respondents reported much more favorable conditions for
K12 education.

Mental Health
Cited many times by a wide variety of respondents, mental health manifests itself in a number of ways
from stress to suicide, compounded by a dearth of mental health experts. This is an urgent emerging issue
that must be addresses.

Alternative Teaching Certifications: too many?

Up to 70% of teachers in rural areas do not have traditional credentials. This is a problem.

Infrastructure [physical, technologic] solid for implementing reforms

Infrastructure is – for the most part – solid, providing a good foundation for reform and/or improvement.

Lack of awareness of “what next” for students

Helpful initiatives like Next Steps exist, but awareness remains low among students and families
 ANALYSIS

BLAINE COUNTY
SELECTED KEY ISSUES
✓ History of combative politics among stakeholder groups creates negative conditions for potential reforms

✓ Reading levels, especially for early readers, are hurting performance down the line

✓ While there are some extenuating circumstances in Idaho, first-year go-on rates should be improved

✓ Students and families are often simply not aware of their career and higher education choices in Idaho, despite efforts by the state

✓ The teaching profession is not valued culturally as much as it is in other states. This needs to change

✓ There is not enough capacity in the system to adequately train the number of nurses needed in Idaho

✓ College & career pathways information required from as early as 6th grade

✓ Local control forces a balance between maintaining autonomy and ensuring tradable, employable skills

✓ Both charter and public schools have a place in Idaho’s education ecosystem

✓ Non-legislative actions should supplement state and local legislation. Communities, civil society, and businesses should help create,
plan, and execute solutions, especially where businesses are well positioned with the assets and capabilities to provision education and
career-related assistance.

✓ In order for reforms to be implemented and sustained, consensus from all stakeholder groups is required
CORE RECOMMENDATIONS

Create a statewide vision for education in Idaho

with provisions to address local contexts, careers, and norms

Address and dramatically improve Design and effectively promote Elevate the teaching profession in
early literacy through legislative and actionable college and career Idaho at the local, regional, and
non-legislative means pathways for young Idahoans state level

Address the growing mental health crisis among Idaho’s youth population
NEXT STEPS: AUGUST 5

June 27 (Today)
Press conference with full survey results

August 5*
Publication of report with full recommendations
STATEWIDE STUDY ON
EDUCATION & THE ECONOMY
IDAHO