“Stranger Danger” – Department of Education Reports 3 Cases at Separate Schools

The Hawaii State Department of Education (HIDOE) encourages parents to talk to their children about “stranger danger” and highlight measures that students can take to stay safe.

A letter to parents was sent home from all schools in the Campbell-Kapolei Complex Area after similar “stranger danger”reports were made at three elementary schools in the past week.  In all three cases, students walking to or from school reported being approached by a male in a black or dark-colored truck who offered them a ride.  In one case, a student reported being grabbed the male in an attempted abduction.  In all cases, no students were injured and the incidents were reported to parents and/or school officials.  The Honolulu Police Department is investigating.

Parents are encouraged to reinforce the following safety measures with their children: 

  • Stay away from strangers.  Do not talk to or take anything from them.
  • Don’t go anywhere with someone you don’t know.  Never accept a ride from a stranger.
  • Stay more than an arm’s reach from strangers.  If a stranger approaches you, seek help immediately from a trusted adult.
  • Use the buddy system.  Avoid walking anywhere alone.
  • If a stranger grabs you, do whatever it takes to stop the stranger and yell for help.
  • Report any suspicious activity to a trusted adult.
  • Be alert of your surroundings and let others know where you will be and what time you will be back.

HIDOE appreciates the assistance and vigilance of parents, law enforcement and the community in working together to keep all of our students safe.  Visit HIDOE’s website for more information on Safety at School.  

Another letter sent out previously:

2016-17 Strive HI Performance System Results

The Hawaii State Department of Education shared its 2016-17 Strive HI Performance System results this evening during the Board of Education community meeting. The school accountability system focuses on state and schools’ progress on Strategic Plan Student Success Objectives and provides educators and communities with information to take action for student learning.

“The results are encouraging and show our focus moving in the right direction with college and career readiness measures remaining steady, including some growth in Science,” said Superintendent Dr. Christina Kishimoto. “As we move forward, we will be very specific and purposeful in our approach to address the achievement gap and chronic absenteeism. We will take what we have learned about effective student-centered practices since 2005 and raise our implementation work to another level.”

While statewide overall results in English Language Arts, Math and Science have shown growth over the past three years; the results have been mixed compared to 2016:

  • Science – up 4 percentage points from 2016
    (2015: 41%; 2016: 42%; 2017: 46%)
  • Mathematics – no change from 2016
    (2015: 41%; 2016: 42%; 2017: 42%)
  • English Language Arts/Literacy – down 1 percentage point from 2016
    (2015: 48%; 2016: 51%; 2017: 50%)

While overall state results were stable, the following schools showed the most growth in English Language Arts and Math over the past three years (scroll to the bottom of the release for an extended list of top performing schools):

  • English Language Arts/Literacy – Three-year average gains in percentage of students meeting/exceeding standards:
    • Kauai High – up 17 percentage points from 2015
      (2015: 25%; 2016: 59%; 2017: 59%)
    • Kapaa High – up 17 percentage points from 2015
      (2015: 33%; 2016: 58%; 2017: 66%)
    • Kahuku High & Intermediate – up 15 percentage points from 2015
      (2015: 20%; 2016: 54%; 2017: 50%)
    • Kaiser High: up 14 percentage points from 2015
      (2015: 51%; 2016: 74%; 2017: 79%)
    • Pauoa Elementary – up 11 percentage points from 2015
      (2015: 56%; 2016: 78%; 2017: 77%)
  • Math – Three-year average gains in percentage of students meeting/exceeding standards:
    • Pauoa Elementary – up 17 percentage points from 2015
      (2015: 47%; 2016: 72%; 2017: 81%)
    • Kohala High – up 16 percentage points from 2015
      (2015: 15%; 2016: 22%; 2017: 47%)
    • Kapolei Elementary – up 13 percentage points from 2015
      (2015: 30%; 2016: 52%; 2017: 56%)
    • Kealakehe High – up 13 percentage points from 2015
      (2015: 19%; 2016: 39%; 2017: 44%)
    • Haleiwa Elementary – up 11 percentage points from 2015
      (2015: 49%; 2016: 49%; 2017: 71%)

Strive HI was launched in school year 2012-13 as the state’s locally designed performance system that was a waiver from the federal No Child Left Behind (NCLB) law. The accountability system includes multiple measures of school performance including proficiency in Science, Math and Language Arts/Literacy; chronic absenteeism; school climate; graduation rates; and achievement gaps. The system was modified earlier this year to address the federal requirements under the Every Student Succeeds Act (ESSA) and the revised DOE/BOE Strategic Plan. The law replaces both NCLB and the state’s waiver. ESSA requires full implementation including the provisions related to school accountability this school year.

English Language Arts and Math scores are derived from the Smarter Balanced Assessment, and Science scores are from the Hawaii State Assessment in Science.

Click here to view the 2016-17 State Snapshot of Strive HI indicators. For more information about the Strive HI performance system, click here.

Below are lists of top performers across indicators in the Strive HI System. Results for schools with small student populations are suppressed to protect student privacy.

 

​Highest Achieving Schools in Meeting English Language Arts/Literacy Standards
Statewide: 50%
Lanikai El 88%
Kaelepulu El 84%
Mililani Ike El 82%
Momilani El 81%
de Silva El 80%
Mililani Uka El 79%
Hickam El 79%
Kaiser High 79%
Koko Head El 78%
Pauoa El 77%
Manoa El 77%
Aina Haina El 77%
Roosevelt High 77%
Waikiki El 76%
Noelani El 75%
Highest Achieving Schools in Meeting Math Standards

Statewide: 42%

Lanikai El 89%
Momilani El 87%
Pauoa El 81%
Noelani El 79%
Waikiki El 79%
Mililani Ike El 78%
Maemae El 76%
Wilson El 76%
Kaelepulu El 75%
Aliiolani El 75%
Mililani Mauka El 75%
Mililani Uka El 75%
Palisades El 74%
Laie El 73%
Pearl Ridge El 73%
Highest Achieving Schools in Meeting Science Standards

Statewide: 46%

Lanikai El 98%
Maunawili El 96%
Haleiwa El 96%
Kaelepulu El 92%
Mililani Ike El 92%
Manoa El 91%
Maemae El 91%
Kamalii El 91%
Pearl City El 91%
Waikiki El 90%
Mililani Mauka El 89%
Hickam El 88%
Aikahi El 88%
Waiau El 88%
Koko Head El 87%

 

​Highest Achieving Schools in English Language Arts/Literacy Growth (3-Year Average Gains)
Kauai High +17 percentage points
Kapaa High +17 percentage points
Kahuku High & Intermediate +15 percentage points
Kaiser High +14 percentage points
Pauoa El +11 percentage points
Kaewai El +11 percentage points
SEEQS +10 percentage points
Waialua High & Intermediate +9 percentage points
Waiakea High +9 percentage points
Makawao El +9 percentage points
Kapolei El +9 percentage points
Kalihi Uka El +8 percentage points
Kalaheo High +8 percentage points
Aliamanu Middle +8 percentage points
Na Wai Ola +7 percentage points
Kealakehe High +7 percentage points
​Highest Achieving Schools in Math Growth (3-Year Average Gains)
Pauoa El +17 percentage points
Kohala High +16 percentage points
Kapolei El +13 percentage points
Kealakehe High +13 percentage points
Haleiwa El +11 percentage points
Aliiolani El +11 percentage points
Kauai High +11 percentage points
Kaewai El +11 percentage points
Waiau El +9 percentage points
Kekaulike High +9 percentage points
Palolo El +9 percentage points
Waiahole El +8 percentage points
Kalihi Uka El +8 percentage points
Wheeler Middle +8 percentage points
Highest Achieving Elementary Schools in Reducing Chronic Absenteeism
Maunaloa El -21 percentage points
Mountain View El -6 percentage points
Keonepoko El -6 percentage points
Na Wai Ola -6 percentage points
Lincoln El -5 percentage points
Naalehu El -5 percentage points
Maunawili El -5 percentage points
Sunset Beach El -5 percentage points
Kamalii El -5 percentage points
Kamehameha III El -5 percentage points
Likelike El -4 percentage points
Konawaena El -4 percentage points
Waimalu El -4 percentage points
Waiahole El -4 percentage points
Royal El -4 percentage points
​Kalihi Waena El ​-4 percentage points
​Kaunakakai El ​-4 percentage points
Highest Achieving Middle Schools in Reducing Chronic Absenteeism
Ilima Intermediate -5 percentage points
Wahiawa Middle -4 percentage points
Waiakea Intermediate -4 percentage points
Kapaa Middle -4 percentage points
Lahaina Intermediate -3 percentage points
Stevenson Middle -3 percentage points
Aliamanu Middle -3 percentage points
Iao Intermediate -3 percentage points
Highlands Intermediate -3 percentage points
Washington Middle -2 percentage points
Waimea Canyon Middle -1 percentage point
Waipahu Intermediate -1 percentage point
Kalakaua Middle -1 percentage point
Ka Umeke Kaeo -1 percentage point
Moanalua Middle -1 percentage point
 
Highest Achieving High Schools in Reducing Chronic Absenteeism
Niihau O Kekaha -12 percentage points
KANAKA -8 percentage points
Kanu o ka Aina -7 percentage points
Laupahoehoe Community PCS -4 percentage points
Lahainaluna High -4 percentage points
Kekaulike High -4 percentage points
Kailua High -3 percentage points
Molokai High -3 percentage points
Anuenue -3 percentage points
Thompson Academy -3 percentage points
Kauai High -3 percentage points
Waialua High & Intermediate -2 percentage points
Mililani High -2 percentage points
Moanalua High -2 percentage points
Highest Achieving Schools in Graduation Rate (Four-Year Rate)
University Laboratory 100%
Thompson Academy 97%
Anuenue 97%
Moanalua High 95%
Ehunuikaimalino 95%
Mililani High 94%
Radford High 94%
Kauai High 90%
Kalani High 90%
Kapaa High 90%
​Highest Achieving Schools in College-Going Rate
16-month enrollment rate
University Laboratory 86%
Kalani High 81%
Roosevelt High 75%
Kaiser High 74%
Mililani High 72%
McKinley High 67%
Kalaheo High 66%
Moanalua High 64%
Radford High 61%
Pearl City High 60%
Waimea High 58%
​Hawaii Academy ​58%
​Kapaa High ​57%
​Kauai High ​57%
Molokai High 56%

Hawaii Department of Education Announces 2017-18 Enrollment Figures for Public and Charter Schools

Hawaii’s public and charter schools saw a slight decrease in enrollment for a total of 179,255 for school year 2017-18 compared to 179,902 last year. This year, Hawaii State Department of Education (HIDOE) schools enrolled 168,095 students (down 1,173 from last year), and charter schools saw an increase of enrollment with 11,160 students (up 526 from last year) and the addition of two new charter schools.

In 2017-18, the five largest HIDOE public schools by grade level are:

  • High Schools (all grades 9-12): Campbell (3,110), Mililani (2,571), Waipahu (2,554), Farrington (2,309), Kapolei (2,035).
  • Intermediate (grades 7-8)/Middle (grades 6-8): Mililani Middle (1,873), Kapolei Middle (1,521), Waipahu Intermediate (1,294), Maui Waena Intermediate (1,176), Kalakaua Middle (1,075).
  • Elementary Schools: August Ahrens (1,249), Holomua (1,163), Ewa (1,070), Keoneula (1,037), Waipahu (1,026).

The five smallest HIDOE schools in the state include: Waiahole Elementary (81), Olomana School (69), Hawaii School for the Deaf and Blind (53), Maunaloa Elementary (41), Niihau High and Elementary (9).

The five largest charter schools are: Hawaii Technology Academy (1,111), Kamaile Academy (858), Ka Waihona O Ka Naauao (653), Hawaii Academy of Arts and Sciences (644), Myron Thompson Academy (582).

The five smallest charter schools are: Kula Aupuni Niihau A Hakipuu Learning Center (63), Ke Kula Niihau Kekaha (54), Kula Aupuni Niihau A Kahelelani Aloha (49), Kapolei Charter School (49), Ke Ana Laahana (43).

View Report

 

Department of Education Pursues Expansion of Hawaiian Education Assessment

The Hawaii State Department of Education (HIDOE) has taken another step towards advancing Hawaiian language assessments for Hawaiian immersion students. In a collaborative effort with the University of Hawaiʻi at Mānoa and Hawaiian language stakeholders, HIDOE is seeking federal approval for the expansion of the Kaiapuni Assessment of Educational Outcomes (KAEO) to Grades 5-8. Ka Papahana Kaiapuni (Hawaiian Language Immersion) students in Grades 3 and 4 have been taking the KAEO assessment since the 2014-15 school year.

“The collaborative work to expand Kaiapuni assessments for more students honors our commitment to assure that a Hawaiian language education pathway is strengthened and realized in our public school system,” said Superintendent Kathryn Matayoshi. “A lot of work has been done to ensure that these tests are rigorous and meets a standard of education that provides high quality assessments for our Kaiapuni students.”

Additionally, the desire to expand Hawaiian assessment was expressed by Native Hawaiian education advocates who provided feedback during the Hawaii Consolidated State Plan for the Every Student Succeeds Act (ESSA) public comment period and in testimony before the Board of Education.

For the past two years, the U.S. Department of Education (USDOE) approved HIDOE’s requests for extended waivers that allowed Kaiapuni students to take a specialized assessment in lieu of the state’s English language arts and math student assessments.

HIDOE will now request a USDOE double-testing waiver for Kaiapuni students in Grades 5-8. Approval of the waiver would allow Kaiapuni students enrolled in those grades to take the KAEO field tests in language arts, mathematics and science in lieu of the Smarter Balanced Assessments (SBA) in language arts and mathematics and the Hawaii State Science Assessment (HSA-Science).

“The previous waivers granted by the USDOE has lifted the burden of having our Hawaiian language students take double the amount of assessments,” stated Tammi Chun, Assistant Superintendent, office of strategy, innovation and performance. “The work put into the expansion of assessments for Kaiapuni students is unprecedented.”

A seven-day public comment period will open on Wednesday, June 28, 2017 and close on Wednesday, July 5, 2017. Those interested in submitting comments can email ESSA@hawaiidoe.org.  For more information, please click here to view the public notice.

Click to read notice

Hawaii Department of Education Announces Transition Centers Initiative in Honor of Late Congressman K. Mark Takai

In partnership with Hawaii 3Rs and the Military Affairs Council, the Hawaii State Department of Education (HIDOE) announced today an effort to develop high-quality transition centers for Hawaii public schools. The effort is in honor of late Congressman K. Mark Takai, who was a staunch advocate for Hawaii’s students and supporter of military-dependent students throughout his career.

Takai Transition Center partners and Kailua Intermediate AVID students announce the new HIDOE initiative. Photo Credit: Department of Education

School Transition Centers provide a safe and stable foundation for all students, particularly newly arrived military-dependent students, offering peer-to-peer mentoring to help students acclimate into their school community.

“Transition Centers provide tremendous support to new students as well as instilling leadership skills for student mentors,” said Superintendent Kathryn Matayoshi. “We’re grateful for this partnership that allows us to not only expand this program, but fulfill one of our goals in our Strategic Plan in helping as many students and families as possible.”

HIDOE will commit $250,000 annually for four years using federal Impact Aid funds towards school Transition Center facility improvements, technology, furnishings and special events.  Program partners at the Hawaii Chamber of Commerce’s Military Affairs Council and the Hawaii Business Roundtable will provide matching funds each year to be managed by the Hawaii 3Rs Special Fund.

“Hawaii 3R’s is pleased to partner with the Hawaii Department of Education to develop transition centers that will help students assimilate into an unfamiliar environment,” said Hawaii 3Rs Board Chairman Alan Oshima. “By easing them into the rhythm of a new school and campus, learning can become the priority.”

U.S. Rep. Takai’s conscientious work was essential in securing tens of millions in federal Impact Aid funding every year that goes to all public schools

“In working on this initiative there was no question that the effort would be in honor of our friend Mark Takai who was fiercely committed to public education and his service to our nation,” added Superintendent Matayoshi.

“Transition Centers provide tremendous support to new students as well as instilling leadership skills for student mentors,” said Superintendent Kathryn Matayoshi. Photo Credit: Department of Education

Transition Centers are rooted at public schools with higher populations of military-dependent students, such as Radford High, Leilehua High, Mokapu Elementary and many more.  The success of these Transition Centers will be expanded to serve more students at other schools across the state.

Future transition centers that benefit from this effort will be known as a “Takai Transition Center” and will feature the following pledge.

Future transition centers that benefit from this effort will be known as a “Takai Transition Center” and will feature a pledge welcoming all transitioning students and recognizing military-connected students and their families. Photo Credit: Department of Education

As a member of the K. Mark Takai Transition Center Network, we:

  • Understand the challenges that are an inherent part of matriculating into a new and unfamiliar school environment;
  • Welcome all students transitioning into our school, including military-connected students, and will support and sustain them throughout their time in our school community;
  • Recognize and honor our military personnel for the contributions and sacrifices they make for our defense and the preservation of our rights, and the sacrifices of our military families to support them;
  • Value the added richness and experience that students from varied cultural and social backgrounds bring to our school community; and
  • Commit to providing high-quality supports through dedicated resources via the establishment and sustained operation of a transition center on our school campus.

Schools interested in establishing a new Transition Center or upgrading existing Transition Center facilities should contact HIDOE Military Liaison Cherry Okahara at cherry_okahara@hawaiidoe.org.

Hawaii Department of Education Receives National Innovation Award From Education Commission of the States

The Education Commission of the States announced that the Hawaii State Department of Education (HIDOE) is the 2017 recipient of the Frank Newman Award for State Innovation. The Commission sited the Department’s broadly-supported and impactful education improvement efforts, including focusing school accountability on students’ college and career readiness; teacher and education leader support across the state; development of a comprehensive longitudinal data system; and investing in data literacy as reasons why Hawaii received the award.

“Hawaii worked diligently to positively change the landscape of education in the state and dramatically improved and enhanced the structure of education in its schools, as well as outcomes for its students,” said Jeremy Anderson, president of Education Commission of the States. “The state’s thoughtfully constructed policies, reforms and capacity-building programs provide teachers and education leaders with opportunities to increase the potential for both their professional success, as well as the success of their students, and also support the state in achieving its education goals.”

HIDOE’s suite of data tools includes a longitudinal data system that provides educators with real-time access to data and even allows for targeting underperforming student populations. The Department’s accompanying long-term investment in data literacy is evidenced by their Formative Assessment/Data Team initiative which engages 11,000 teachers statewide to participate in grade-level or content-based data teams using formative assessment data to inform and improve instruction.

In 2013, the U.S. Department of Education approved the first iteration of HIDOE’s new accountability system, Strive HI, which shifted the system’s focus from 10th-grade proficiency to ensuring all students graduate ready to enter postsecondary institutions or the workforce. The accountability system extends beyond test scores to include broad measures, such as student growth, chronic absenteeism, college readiness and college-going. Results from the new accountability system showed increased college and career readiness from 2011 to 2015: 42 percent increase in the number of students taking Advanced Placement Exams; 74 percent increase in the number of students enrolling in Early College to earn University of Hawaii credits, and about one-third decrease of number of graduates needing remediation upon entering the University of Hawaii colleges.

Through its policy and program efforts, supported by a U.S. Department of Education Race to the Top grant, HIDOE developed a robust support system for its teachers and education leaders. One example is the statewide Induction and Mentoring Initiative, which pairs all first- and second-year teachers with an experienced mentor beginning their first day. This investment increased the five-year teacher retention rate, which rose over six years from 44 percent (2004 hires) to 52 percent (2010 hires). Additionally, HIDOE and the Hawaii State Teacher’s Association agreed to a progressive performance evaluation system based on evidence of both teachers’ practice and student learning and growth. To support school leaders, the Leadership Institute provides training programs with relevant and coherent curricula to the different leadership role groups, which better equips leaders to achieve success in their roles.

“This honor is a testament to the perseverance of our school leaders, teachers and community partners who supported the department in our effort to raise rigor and expectations for our students,” shared Superintendent Kathryn Matayoshi. “Thank you to Education Commission of the States for recognizing our hard work and the progress we made transforming public education for Hawaii’s students.”

Education Commission of the States will present Hawaii with the award at the 2017 National Forum on Education Policy, taking place June 28-30 in San Diego.

The Frank Newman Award for State Innovation recognizes a state for any of the following:

  • Education improvement efforts that are replicable and hold valuable lessons for other states.
  • Bold and courageous policies, including existing approaches with evidence of significant impact on student achievement in the state.

Policies or programs that have bipartisan, broad-based support.

These significant efforts to improve education honor the late Frank Newman. For more information about the award, click here.

Hawaii Department of Education Announces New Partnership with Tahiti Schools

The Hawaii State Department of Education brought together education leaders, teachers and students to celebrate the homecoming of Hōkūleʻa announce a newly signed agreement between the Department and Tahiti’s Ministry of Education that will carry on the mission of Mālama Honua.

Nainoa Thompson shared a message to educators about the importance of the “Promise to Children,” and the journey it took to get to the launch of the worldwide voyage. Photo Credit: Department of Education

After implementing nearly four years of lessons connected to the Worldwide Voyage of Hōkūleʻa, the Hawaii State Department of Education (HIDOE) will engage in a formalized partnership with Tahiti schools. Superintendent Kathryn Matayoshi today made the announcement to education leaders, teachers and students who have incorporated Mālama Honua into their learning.

The shared agreement was established last month during a meeting that coincided with Hōkūleʻa and Hikianalia’s arrival in Tahiti. Master Navigator Nainoa Thompson also attended the meeting.

“Tahiti and Hawai’i currently enjoy student exchanges through our respective network of schools,” said Superintendent Matayoshi. “Tahiti’s Education Minister and I signed a commitment to help facilitate these exchanges through a teacher exchange program; to share strategies and curriculum, and lastly start to develop a digital network of resource sharing between schools.”

Superintendent Matayoshi stressed that the work done by educators is the “Education Wa’a” of the Mālama Honua journey. She addressed educational leaders, teachers, and partners this morning at Chaminade University’s Clarence T.C. Ching Conference Center.

The program included a recap of highlights from Hōkūleʻa and Hikianalia’s port visits to school projects that incorporated Mālama Honua such as school gardens, community clean ups, environmental research and revitalization and video projects.

King William Lunalilo Elementary Principal Amy Kantrowitz noted, “There has been a change in the mindset of our students, they are much more aware of their responsibility to care for our Island Earth, to care for our culture and each other. That’s what we’ve been instilling these past few years – it’s not just an activity, it’s a way of thinking.”

During the gathering, Thompson shared a message to educators about the importance of the “Promise to Children,” and the journey it took to get to the launch of the worldwide voyage.

“It must’ve been five years ago that I had a meeting with Superintendent Matayoshi, and we talked about an idea about sailing around connecting it to education – strengthening education,” shared Thompson. “I want to thank her for her vision and her trust. We would never have taken the risk of the voyage unless we knew it would be worth it.”

Thompson stated once Hōkūleʻa returns home, the mission will continue with a statewide sail to visit 100 schools.

The “Promise to Children” was established in November 2013 and signed by educational leaders and hundreds of individuals in support of the Polynesian Voyaging Society’s worldwide voyage and the mission of Mālama Honua. The agreement emphasized that lessons passed along to students will inspire them to explore, discover and learn about the Island Earth.

For more information about HIDOE’s integration of the Promise to Children and Mālama Honua into its schools and curriculum, click here.

Hawaii Teachers May Plan Trips and Serve as Chaperones with Private Tour Companies

The Hawaii State Ethics Commission announced it reached an agreement with HSTA regarding teachers serving as chaperones on school-related trips. Under the agreement, teachers may continue to plan trips and serve as chaperones with private tour companies.

This morning the Hawaii State Ethics Commission (Ethics Commission) announced it reached an agreement with the Hawaii State Teachers Association regarding teachers serving as chaperones on school-related trips. Under the agreement, teachers may continue to plan trips and serve as chaperones with private tour companies. However, this is subject to Board of Education policies.

Superintendent Kathryn Matayoshi issued the following statement regarding the agreement.

Teachers work hard to create these educational opportunities that go beyond the classroom. For many of our students, these trips are the first time they’ve traveled beyond their communities. We’re pleased about this news and look forward to working with the Board of Education in creating clear guidance for our schools to ensure these trips meet the requirements of the Ethics Commission.

Hawaii Fourth and Eighth Graders Show Improvement in Science in National Assessment

The Nation’s Report Card: 2015 Science assessment, released today by the National Assessment Governing Board and the National Center for Education Statistics, shows Hawaii’s fourth and eighth graders are making progress.

For grade 4, the average scale score of 146 was six points higher than the score of 140 in 2009.  For grade 8, the average scale score of 144 was five points higher than the score of 139 in 2009.

naepHawaii’s gains in science exceeded national gains, but Hawaii’s scores remain currently lower than the average scale scores for national public schools, as are Hawaii’s percentages of students achieving at or above proficient and at or above basic levels.

“These results validate the gains that we reported earlier this month as part of our Hawaii Science assessments,” said Kathryn Matayoshi, HIDOE Superintendent.  “Now, with the recent adoption of Next Generation Science Standards, our schools are moving towards a more engaging approach to learning science where we expect the science instruction to connect with understanding the world around them and prepare them for community, career and college.”

NAEP achievement levels are set by the National Assessment Governing Board.  “Basic” indicates partial mastery of prerequisite grade-level knowledge and skills that are fundamental for proficient work.  “Proficient” represents competency over complex subject matter and may go beyond the grade level tested, and “Advanced” stands for superior performance.

NAEP is a congressionally mandated project of the U.S. Department of Education’s National Center for Education Statistics.  NAEP reports are located at http://nationsreportcard.gov.

Hawaii Awarded $1.5 Million from U.S. Department of Education to Improve Schools in Need

The U.S. Department of Education (DoED) announced today that the Hawaii State Department of Education (HIDOE) will receive $1.5 million in School Improvement Grants (SIG). Priority schools in a number of states are recipients of the grant as part of the Elementary & Secondary Education Act (ESEA). The program will be phased out next school year with the Every Student Succeeds Act (ESSA).

doe-logo“Providing the additional supports to schools that need it most is key to their success,” said Superintendent Kathryn Matayoshi. “We’ve seen the impact extended learning opportunities and professional development for teachers have made. In order to make improvements, we need to provide schools resources. This grant allows us the opportunity to move forward.”

In school year (SY) 2013-14, Waianae Elementary used SIG funds towards extending the school year to enable teachers to participate in professional development and students to learn for an additional 300 minutes each week. Most recently, Waianae Elementary was one of the participating Priority schools actively involved in the national Turnaround Arts Program. The initiative provided monies for in-school Professional Development (PD) embedding the arts into curriculum, summer leadership programs and supplies. At the end of SY 2016, some of the students participating in the program were invited to perform at the White House Turnaround Arts Talent Show.

Dole Middle School received funds in SY 2014-15, which was used to focus on four main areas: 1) development of a multi-tiered System of Instruction and Intervention; 2) increasing student engagement through the integration of technology; 3) increasing PD opportunities for faculty and staff; and 4) building a positive school climate that is safe and conducive to student learning.

Dole used part of the monies to host their first annual Middle School Conference where staff members including teachers, educational assistants and custodians, complex, and Title I State personnel, were invited to participate and share best practices. Similar to Waianae Elementary, Dole students benefitted from extended learning opportunities, while teacher rewards ranged from recognition to attendance to national conferences. Dole combined other resources (Uplinks, Title I, Hawaii Keiki Nurse and other community partnerships) allowing for implementation of the middle school philosophy and addressing student needs.

This year, Kekaha Elementary is an applicant for the part of the $1.5 million awarded to HIDOE. The Department and school are currently in the process of negotiating a Memorandum of Understanding with the Hawaii State Teachers Association on how to best utilize the funds.

“We have seen a major shift in the campus culture these past three years including more parent involvement and better student engagement because of the programs and services we have been able to provide through the grant,” shared Waianae Elementary Principal Wendy Takahashi. “The partnerships we have gained through this opportunity from the Hawaii Arts Alliance to celebrities like Jack Johnson, Paula Fuga and Alfre Woodard has helped to energize our students, teachers and school community.”

The SIG program has invested more than $7 billion to transform some of the country’s lowest performing schools. Nationwide, the efforts have been credited with the decline in dropout rates and an increase in graduation rates.

Dept. of Education Reminds Parents to Secure Vehicles in School Parking Lots

The Hawaii State Department of Education (HIDOE) reminds parents to always secure their vehicles in school parking lots to prevent thefts.  Five vehicle break-ins using similar methods of entry have occurred at East Oahu public schools in September during after-school hours.  In each case, vehicle windows were broken and small items inside were stolen, including purses, bags, cell phones and laptop computers.

break-in

“Parents are reminded to be vigilant and always remove valuables or hide them from direct sight,”said HIDOE spokesperson Donalyn Dela Cruz.  “Although there is normally lots of activity on campuses during afterschool hours, such crimes of opportunity can take place in seconds, especially when valuables are left in plain sight.”

Parents can take actions to make their vehicle less attractive to property theft, including avoiding leaving valuables inside in open view, locking valuables in the trunk and installing anti-theft alarm systems.  Bags, such as backpacks and shopping bags, may be seen as a carrier of valuables by thieves and should be hidden from view.

DOE Removing Monkey Pod Tree on Waianuenue Avenue

The Hawaii State Department of Education (HIDOE) announced yesterday that it will remove a monkey pod tree from the entrance of the district office on Waianuenue Avenue.

monkey pod tree

In June an arborist reported the tree suffers from severe rot and its condition has reached a stage that may result in its fall, causing a safety hazard.

The tree is over 50 years old and has a canopy spread of over 100 feet and a height of 60 feet to 70 feet.  The tree’s limbs are hollow from rot and estimated to weigh 15 to 20 tons.

Based on the evaluation and safety risk to the public, HIDOE will be removing the tree.  HIDOE has hired Tree Works for the tree removal, which will take place sometime before the school year begins on Aug. 1. Until that time, the area around the tree is prohibited from access.

Hawaii Department of Education Releases Annual Financial Audit

The Hawaii State Department of Education (DOE) today released its Annual Financial Audit for the 2014 fiscal year (FY 2014) which shows the Department is doing a better job at keeping its finances in order.

Click to view the report

Click to view the report

The independent report analyzed financial statements of the public school system, including operating, capital improvement and federal funds. The DOE’s FY 2014 audit was submitted last month to the Federal Audit Clearinghouse, which operates on behalf of the Office of Management and Budget.

The DOE’s financial audit provides an objective third-party examination of the presentation of the Department’s financial statements for the most recent fiscal year, coordinated by the State of Hawaii’s Office of the Auditor​.​The DOE elects to maintain a separate, independent audit, rather than being incorporated with a single State of Hawaii audit.

“Annual independent audits are crucial to ensure taxpayers’ funds are being monitored and maximized to support teaching and learning in the most efficient way,” said DOE Senior Assistant Superintendent and Chief Financial Officer Amy Kunz. “The findings validate our financial controls and provide guidance for improvement in some areas.”

The 65-page audit report published by Honolulu-based N&K CPA Inc. reviewed the DOE’s $1.494 billion general fund appropriation for the fiscal year ending June 30, 2014. It concluded internal controls examined are appropriately structured to prevent or detect financial misstatements, and found the DOE to be in compliance with requirements of major federal programs.

Auditors noted “opportunities for strengthening internal controls and operating efficiency.” Kunz says the Office of Fiscal Service has already moved to address the recommendations as outlined in the findings, including:

  • ​Adjusted the calculation of vacation and sick leave accrual for a small portion of  teachers to align with the correct fiscal year.
  • Strengthened accounting procedures for new federal grant payments to ensure  accurate reporting.

During the last four years, the DOE has also increased its internal audits to identify areas in need of improved controls. This move aligns with the DOE/Board of Education joint Strategic Plan​, which calls for effective organizational,​​ financial, human, and community resources in support of student success.

Hawaii Parents Informed of Higher Learning Expectations for Public School Students

Public schools across the state today welcomed back students after a three-week winter break. Students were given a letter to take home to their parents as a reminder of the upcoming spring assessments for English language arts and math.

Click to read letter

Click to read letter

The new assessments, known as Smarter Balanced, are aligned to the Hawaii Common Core standards implemented statewide at the start of the school year. The letter from Superintendent Kathryn Matayoshi also included sample exercises explaining how students are being asked deeper questions that require critical thinking.

“New expectations for student learning mean we need new ways to measure how our students are performing,” stated Superintendent Matayoshi. “These new tests measure not only what students know, but also how well they can apply their knowledge in real-world situations.”

Smarter Balanced assessments will be administered beginning in March to students in grades three through eighth and high school juniors to measure their reading, math, writing, listening, research and thinking skills. Hawaii is a governing member of a multi-state consortium that has worked with teachers, parents and higher education faculty to develop the Smarter Balanced assessments. Over three million students across the consortium participated in the field test last year to ensure questions are valid, reliable and fair for all students.

“While this is a step forward in our plans to raise student achievement, we expect the change to the new test will result in lower scores as compared to previous years,” said Superintendent Matayoshi. “However, because it is a new test aligned to new standards, we will not be comparing the results to that of the old test. Results from this year are a new starting point for students.”

The results also benefit teachers. The Smarter Balanced Assessment System offers information during the year to give teachers and parents a better picture of where students are thriving and where they need help.

A number of schools held Smarter Balanced parent nights with activities during the fall. The parent letter includes additional assessment examples and tips for helping with homework.

For more information on how the Hawaii State Department of Education is striving higher with new learning standards and assessments, visit HawaiiPublicSchools.org.

U.S. Air Force Pilot to Head Hawaii DOE Facilities and Support Services Branch

The Hawaii State Board of Education today confirmed U.S. Air Force executive and fighter pilot, Dann S. Carlson, to head the Hawaii State Department of Education’s (DOE) Office of School Facilities and Support Services. As an assistant superintendent, Carlson will bring more than 25 years of diverse active duty leadership experience to the DOE.

Dann Carlson

Dann S. Carlson

“While this job will be full of incredible challenges, it is obvious that the DOE is making measurable improvements in educating our next generation,” stated Carlson. “I’ve always had a desire to directly influence our nation’s future leaders through education. This position within the DOE allows me the opportunity to make an impact in a way that I never could have imagined. It is truly an honor.”

Carlson has a record of success in leading visionary work through organizational change. He will be leaving his position at the Pentagon as the special assistant to the under secretary of international affairs and will start with the DOE on December 1.

From 2011 to 2013, Carlson was the deputy joint base commander at Joint Base Pearl Harbor Hickam. He led more than 900 Air Force personnel in six squadrons: civil engineering, security forces, contracting, communications, logistics and force support. He also led operations for more than 1,100 Navy personnel and civilians providing base and operating support on an installation that serviced over 80,000 personnel, spanned 35,000 acres, with an annual budget of over $500 million and a plant replacement value of over $18 billion. During his tenure he spearheaded a complete organizational change to a Navy led Joint Base while still garnering the top rank of 77 Navy installations.

“In addition to his responsibilities of running the day to day operations of a large military base, Dann was actively involved with education,” said Schools Superintendent Kathryn Matayoshi. “We are excited to welcome him to our team.”

Carlson was a board member for the Joint Venture Education Forum, a member of the Interstate Compact for Military Children, served on the Blue Ribbon Schools Commission and was very active at Radford High School where his three children attended, one of whom graduated as valedictorian.

Aside from his various leadership roles in the military, Carlson also served as mission commander and fighter pilot. He was an advance pilot and narrator for the USAF Thunderbirds at Nellis Air Force Base, Nev.

The DOE’s Office of School Facilities and Support Services exercises technical staff oversight of business, construction and maintenance of facilities, food services, transportation, and safety and security support for the public school system. It is charged with developing and administering administrative rules and regulations, publishing operational guidelines and providing related in-service training, monitoring and technical assistance to schools to ensure that the support is being provided in accordance with laws, policies and accepted principles of management.

DOE Releases Income Eligibility Guidelines for Free and Reduced-Price Meals

The Hawaii State Department of Education (DOE) is announcing its policy for free and reduced-price meals for children unable to pay the full price of meals served under the National School Lunch and School Breakfast Programs. Copies of the policy are available at public schools.

Children from households with income at or below the following levels are eligible for free or reduced-price meals:

INCOME CHART: Effective from July 1, 2014 – June 30, 2015

INCOME CHART: Effective from July 1, 2014 – June 30, 2015

Application forms are being sent to all homes with a letter to parents or guardians. To apply for free or reduced-price meals, households should fill out one application and return it to the school where the child is enrolled or complete an online application via ezmealapp.com. Applications for the current school year (2014-2015) are now being accepted. The application information will be used to determine eligibility and may be verified at any time during the school year by the school or other program officials.

For DOE officials to determine eligibility, households receiving SNAP or TANF must list the child’s name, date of birth, grade, school code and their SNAP or TANF case number and the signature and name of an adult household member. Households not receiving SNAP or TANF must list: 1) the names of everyone in the household; 2) the amount of income received by each person, how often the income is received and the source of the income; 3) the name and social security number of either parent/guardian who is the primary wage earner or the adult household member who signs the form or the word “none” if neither adult household member has a social security number; and 4) the signature of an adult household member.

Applications may be submitted at any time during the year.

Under the provisions of the free and reduced-price policy, the DOE will review applications and determine eligibility. Parents or guardians dissatisfied with the ruling of the official may wish to discuss the decision with the reviewing official on an informal basis. Parents wishing to make a formal appeal may make a request for a hearing on the decision in writing to:

Name of Hearing Official: Glenna Owens, SFA Director
Address: 1106 Koko Head Avenue, Honolulu, HI 96816

Phone Number: (808) 733-8414 or toll-free 1-800-441-4845

In certain cases foster children are also eligible for school meal benefits. If a household has foster children living with them and wishes to apply for them, the household should contact the school for more information.

The information provided by the household is confidential and will be used only for purposes of determining eligibility and verifying data.

In accordance with federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age or disability.

Report Shows Access Learning Pilot Enhances Teaching and Student Learning

A first-year report on the Hawaii State Department of Education’s (DOE) Access Learning pilot presented to the Hawaii State Board of Education (BOE) today shows the initiative is helping to reduce burden on teachers, increase student engagement and responsibility, and improve parents’ support of public schools.

Click to view the report

Click to view the report

Last year, the DOE unveiled Access Learning, a pilot project to study the impact of technology and digital curricular resources on teaching and learning, at eight schools. This initiative takes advantage of ongoing Department efforts such as new technology for learning while addressing challenges facing our public schools. Access Learning does not focus on the device, rather on how technology can be a tool to support teachers’ efforts to personalize instruction and engage students.

Monanalua Middle School Principal Lisa Nagamine told the BOE, “Access Learning has enhanced the collaborative learning environment of our school.”

Moanalua Middle is one of the eight Access Learning schools that has incorporated technology for learning at all levels within its campus, not just the student level.

“The dedication and commitment by the school leaders, staff, and students allowed us to see the full potential of this initiative and its impact on student learning,” said Schools Superintendent Kathryn Matayoshi. “We appreciate their input and based on the positive results, hope to increase access to digital learning in all schools in the near future.”

Information and data collected from the eight Access Learning schools from October 2013 through April 2014 revealed:

  • Teachers use computers in a wide variety of ways to improve job performance and teaching – and that usage has increased since an initial survey was done last fall.
  • Teachers believe access to technology will benefit English language learners and special education students.
  • Students reported having positive experiences with the program. More than 90 percent of students surveyed say laptops make schoolwork more interesting and better prepare them for the future.
  • Students reported computers help them to be more organized and finish work more quickly and with better quality. Access to technology also made assignments a lot more fun by creating blogs, slideshows, movie trailers, and usage of other media.
  • Laptops allowed for better peer collaboration during project work and completing homework.
  • Parents believe computers help students gain a better insight into the happenings of the classroom and learn essential skills to compete globally.

“The 1-to-1 laptop program has improved education opportunities for students,” noted one parent. “The school has finally caught up with private schools.”

“I have seen increased student engagement in classwork because their computer allows them to have a ‘voice’ at the same time as everyone else. Less students are distracted or off task. (This) has allowed students to work more collaboratively in and out of the classroom setting,” one teacher reported.

The 2013 Legislature appropriated $8.2 million to the DOE for the pilot, which funded computers for teachers and students, technical support, professional development, and also helped offset curriculum and implementation expenses. In addition to Moanalua Middle, Access Learning pilot schools include Keaau Elementary and Pahoa Elementary, Mililani Mauka Elementary, Mililani Waena Elementary, Nanaikapono Elementary, Nanakuli Elementary, and Nanakuli Intermediate and High.

Pilot schools received devices for every student and teacher equipped with Hawaii Common Core-aligned digital curriculum for English Language Arts. The DOE partnered with county police departments to safeguard the computers, all of which are equipped with advanced security tracking software. As a result, the schools reported a combined theft and loss rate of only six computers (less than 1 percent).

Due to funding requirements, the Department was given a very short window to implement the initiative and the report noted those challenges. Teachers expressed frustration with limited time for professional development sessions. View the full report here.

During the past legislative session, DOE requested funding for ongoing Access Learning technical assistance and professional development. The budget request was denied; however, DOE officials worked with and received approval from the BOE to expend funding to continue technical assistance for the pilot schools through FY15. The funding request to the BOE will provide customized professional development for schools, overall and school specific program evaluation for formative purposes, and support for project management. For more information about the program, see the DOE’s Access Learning page.

Educator Effectiveness System to See Changes in School Year 2014-15

The Hawaii State Department of Education (DOE) is announcing several major changes to the Educator Effectiveness System (EES) to take effect in the upcoming school year.

DOE ReleaseThe changes reflect the DOE’s commitment to reduce burden on teachers and administrators, and are designed to simplify the EES, streamline its components and differentiate the approach for teachers based on need.

Last Fall, an EES Joint Committee was developed specifically to review the EES. The Committee includes the Hawaii State Teachers Association (HSTA), teachers, principals, administrators, technical experts and Complex Area and state staff, who met regularly throughout the past school year. The Joint Committee met with DOE leaders this week and the Board of Directors of the Hawaii Government Association (HGEA) to review proposed changes to the EES, which were sent to Schools Superintendent Kathryn Matayoshi on Friday, June 6.

“The Department will continue to collaborate with educators to further improve the EES, these changes are just the beginning to refining this system and ultimately, elevating student achievement,” stated Superintendent Matayoshi. “We appreciate the work of the Joint Committee, and all of the feedback from our principals and teachers to guide us on what best practices work in our schools. We will continue to convene feedback groups and plan a formal review and feedback process for the following school year.”

“The HSTA is pleased that the DOE has committed to improve the EES,” said HSTA President Wil Okabe. “The EES Joint Committee of HSTA and DOE members has collaboratively worked together throughout this process to assess the system and provide the Superintendent with recommendations that reflect input and concerns from all stakeholders. Our goal is to make sure that every child in Hawaii has access to great public schools and teachers. We look forward to continuing to work with the DOE to improve an evaluation system that improves the practice of teaching and student learning to produce real results.”

Based on lessons learned and feedback gathered from schools, the Department is implementing a series of 18 changes for school year 2014-15, including:

  • Differentiating the number of required classroom observations based on need from twice annually to 0 for highly effective teachers; 1 or more for effective teachers, and 2 or more for marginal, unsatisfactory, or beginning teachers. Overall this means approximately 9,000 fewer classroom observations, reducing the observation workload by almost 50 percent.
  • Providing the approximately 1,800 teachers rated highly effective in SY13-14 the option to carryover their rating in lieu of repeating the evaluation.
  • Reducing the administration of the Tripod Student Survey from twice to once annually, eliminating the survey for grades K-2, and eliminating the demographic questions from the survey. Overall this means approximately 11,700 fewer survey administrations, or a 63 percent reduction in administered surveys.
  • Reducing, for most teachers, the number of required Student Learning Objectives (SLOs) from two to one annually. Overall, this means approximately 12,400 fewer required SLOs.
  • Removing the student survey as an independent component with a stand-alone rating and embedding it as subcomponent under Core Professionalism.
  • Providing flexibility within Working Portfolio and SLOs, particularly for non-classroom teachers, to reflect job duties.
  • Improving Student Growth Percentile (SGP) to replace a percentile ranking of teachers with anchors in criterion and building in a margin of error.

Principal Linell Dilwith of Stevenson Middle said, “These EES changes will make the work at the school level more manageable and ensure that we are focused on quality, not quantity. I am glad the Superintendent listened to the voices in the field.”

HGEA Executive Director Randy Perreira stated, “We are encouraged by the changes proposed by the EES Joint Committee and the opportunity for the HGEA Unit 6 Board to submit recommendations to the Superintendent. We look forward to continuing to work with the department to implement changes that will ensure the workload of principals and vice principals is manageable. Addressing the educational officers’ need for adequate systemic supports with their increasing responsibilities has been and continues to be an important issue for the HGEA.”

Some areas of future improvement include a possible cycling of evaluations; reducing the weight of the SGP and improvements to the methods and technology used to collect, store, and report information. The Department is also exploring improvements to simplify, streamline, and differentiate the implementation of the other 6 Priority Strategies.

The EES began in the school year 2011-12 as a pilot in 18 schools, and then expanded to 81 schools in the 2012-13 school year. As the EES was implemented in schools, the Department solicited feedback from a variety of sources developed specifically for EES feedback, including a Teacher Leader Workgroup, Joint Committee, Technical Advisory Group and Principal Workgroup.

To learn more about the EES, please visit HawaiiPublicSchools.org.

New Leadership Principal Group Will Help Shape Education Priorities

After a recruitment and selection process of nearly two months, the Hawaii State Department of Education (DOE) is announcing a new Deputy Superintendent’s Principal Roundtable for the upcoming 2014-15 school year.

DOE ReleaseThe Roundtable is designed to engage with principals directly to improve communication, garner feedback, develop collaborative solutions to critical challenges, and identify individuals for future complex area, state and national leadership positions and opportunities.

Twenty-six individuals, including all members of the Hawaii Government Employees Association (HGEA) Unit 6 Board of Directors and 14 additional sitting principals from four major islands, representing a diverse mix of schools and principal experience, have been named to the Roundtable. See the list of SY2014-15 Roundtable members below.

“As a former principal who knows firsthand about the challenges our principals face each day, we are committed to a thoughtful process of selecting school leaders for this Roundtable,” said Deputy Superintendent Ronn Nozoe. “We value their feedback and their dedication to their schools, communities as we continue to transform public education.”

HGEA Executive Director Randy Perreira stated, “We are encouraged by this additional opportunity for our principals to provide feedback from the field. With this critical information, we hope to create solutions that will transition into meaningful change to positively impact the everyday work of the principals and vice principals. We look forward to working with all stakeholders to support these efforts.”

The opportunity to be part of the Roundtable was first shared with DOE principals in April. The Department received nearly 40 nominations from principals, Complex Area Superintendents, and the HGEA.

Roundtable members will meet over the summer to establish priorities. All DOE principals will be informed of the work of the Roundtable and given an opportunity to give further feedback.

“I’m looking forward to helping with finding solutions for our school leaders,” said Fred Murphy, principal, Mililani High School. “We hope to set priorities moving forward, and to help principals be as creative and dynamic as they can be at their institutions.”

The 26 Roundtable members for School Year 2014-2015 are:

  1. Lorelei Aiwohi, Kalakaua Middle School (Honolulu District, Farrington-Kaiser-Kalani)
  2. Wade Araki, Kaimuki High (Honolulu District, Kaimuki-McKinley-Roosevelt)
  3. Duwayne Abe, Salt Lake Elementary (Central District, Aiea-Moanalua-Radford)
  4. Bert Carter, Ka‘ewai Elementary (Honolulu District, Farrington-Kaiser-Kalani)*
  5. John Costales, Kalama Intermediate (Maui District, Baldwin-Kekaulike-Maui)*
  6. Patricia Dang, Kapalama Elementary (Honolulu District, Farrington-Kaiser-Kalani)*
  7. Gary Davidson, Molokai Middle School (Maui District, Hana-Lahainaluna-Lanai-Molokai)
  8. Chad Farias, Kea‘au Elementary (Hawaii District, Kau-Keaau-Pahoa)*
  9. Shelley Ferrara, Mauka Lani Elementary (Leeward District, Campbell-Kapolei)
  10. Daniel Hamada, Kapaa High (Kauai)
  11. Debra Hatada, Ka‘imiloa Elementary (Leeward District, Campbell-Kapolei)*
  12. Disa Hauge, Waianae High School (Leeward District, Nanakuli-Waianae)
  13. Keith Hayashi, Waipahu High (Leeward District, Pearl City-Waipahu)
  14. Francine Honda, Kailua High School (Windward District, Kailua-Kalaheo)*
  15. Kelcy Koga, Waiakea High School (Hawaii District, Hilo-Waiakea)*
  16. Naomi Matsuzaki, Kahalu‘u Elementary (Windward District, Castle-Kahuku)*
  17. Wilfred Murakami, Kealakehe High (West Hawaii)
  18. Fred Murphy, Mililani High School (Central District, Leilehua-Mililani-Waialua
  19. Deborah Nekomoto, Kapunahala Elementary (Windward District, Castle-Kahuku)
  20. Irene Puuohau, Hawaii Government Employees Association
  21. Fred Rose, Eleele Elementary (Kauai)*
  22. Janette Snelling, Kohala High School (West Hawaii)
  23. James Sunday, Radford High School (Central District, Aiea-Moanalua-Radford)*
  24. Brett Tanaka, Office of Curriculum Instruction, Student Support*
  25. David Tanuvasa, (Vice Principal) Waipahu High School (Leeward District, Pearl City-Waipahu)*
  26. Keoni Wilhelm, Mokapu Elementary (Windward District, Kailua-Kalaheo)

*Member of HGEA Unit 6 Board of Directors

Hawaii Public School Students Continue to Increase Readiness for College and Careers

A greater number of Hawaii public school students are getting a head start on higher education by earning college credits while in high school and taking advanced placement courses, according to a new College and Career Readiness Indicators report.

DOE ReleaseThe report, released today by Hawaii P-20 Partnerships for Education and the Hawaii State Department of Education (DOE), indicates improvements by public school students at every step of the college-readiness pipeline.Among the highlights:

  • The percentage of students enrolled in dual credit courses (earning college credit while in high school) increased by 7.7 points to 723 students from 671 students. Waipahu High School showed the biggest gain with 65 students participating in dual credit, up from 23 students a year ago.
  • Advanced Placement exam participation increased to 27 percent from 24 percent.
  • The percentage of students who enrolled in a University of Hawaii campus in college-level math rose to 26.7 percent from 24 percent, while the percentage of students requiring remedial math classes dropped to 32 percent from 36 percent.
  • The college enrollment rate remained steady at 54 percent. Enrollment in four-year post-secondary institutions increased by two percentage points over two-year institutions. The report now also accounts for college enrollment numbers at Hawaii Pacific University, in addition to the University of Hawaii.
  • The top five college enrollment rates by high schools were Kalani (78 percent), Mililani (71 percent), Roosevelt (70 percent), Moanalua (68 percent) and Kalaheo (65 percent).
  • Of the high school graduates who enrolled in postsecondary education in the first fall semester following graduation, 70 percent attended one of the University of Hawaii’s 10 campuses.
  • Hawaii’s class of 2013 graduates are attending college in every state in the nation and the District of Columbia, with the exception of South Dakota and Vermont.

Despite progress in many areas, the data reveals many students are graduating from high school without college- and career-ready skills. One-third of DOE graduates who enroll at the University of Hawaii take remedial courses in math or English. Outcomes are even worse for those who took less than Algebra 2 in high school.

“This report provides more evidence that there is much work to be done to help students transition to college-level studies,” said DOE Deputy Superintendent Ronn Nozoe. “At the center of our Strategic Plan is the focus on improving teaching and learning in every classroom. The report shows we are making progress and our educators, students and communities deserve to be commended for those successes.”

“The information provided by the annual College and Career Readiness Indicators reports is essential to gauge the readiness of Hawaii’s students as they transition from high school to post-secondary education,” said Karen Lee, executive director of Hawaii P-20 Partnerships for Education. “Using this data, educators and school administrators can identify strategies that are most effective in preparing students for college and the workforce.”

“To achieve Hawaii’s education goal of 55 percent of working age adults having a 2- or 4-year college degree by 2025, students must be prepared early, and this data helps us understand what it takes to prepare students and help them to succeed,” Lee added. “We are very pleased to see increases in college preparation over the past four years.”

The College and Career Readiness Indicators (CCRI) reports are an annual collaboration between the Hawaii State Department of Education and the University of Hawaii, coordinated by Hawai‘i P-20 Partnerships for Education, to present information on how well Hawaii public school graduates are prepared for college. Hawaii’s CCRI reports are continuously recognized by national organizations, including the Education Sector, the Data Quality Campaign, Achieve, and the National Governors Association, as a leading example of both collaboration between K-12 and higher education and for providing useful information on college readiness. The full reports can be found at:
http://www.p20hawaii.org/resources/college-and-career-readiness-indicators-reports/2013-ccri-data/