Despite the pandemic, Alabama public schools maintained a high on-time graduation rate in 2020. However, the number and percentage of students meeting the state’s definition of college and career-ready fell by 4 percentage points, likely held back by missed opportunities due to the closure of schools in March 2020.

Because of the challenges posed by the pandemic, state policy allowed seniors to graduate as long as they were in good standing at the end of the third nine weeks of the 2020 school year (local systems made the final decision over who qualified for graduation). For this cohort of seniors, students who were 9^th graders in 2017, 92% received a diploma in 2020.

However, when it came to college and career readiness measures, some of those seniors were unable to complete the requirements, as the final months of the 2020 school year were conducted online. Of that same cohort, 76% met the definition of college and career-ready established by the Alabama State Board of Education.

Other data suggest that fewer of those 2020 graduates enrolled in higher education after graduation. The Alabama Commission on Higher Education has reported a 10% decline in the number of Alabama high school graduates enrolling in higher education in the fall of 2020 compared to the previous year, with community college enrollment most affected. The enrollment decline had more to do with the unprecedented circumstances of the pandemic than the decline in the college and career readiness rate (CCR rate).

Still, the CCR rate and the decline in higher education enrollment should be noted as the state seeks to make up for lost time and opportunity in the aftermath of the pandemic. Alabama’s 2020 high school graduation rate will likely be among the nation’s highest again. In 2019, Alabama’s reported federal graduation rate, 91.7%, was the highest in the nation. It was the culmination of a steep rise — Alabama’s graduation rate was 72% in 2011. Historically, the state’s graduation rate has been in the lower tier of states.

Despite the meteoric rise in the graduation rate, the CCR rate and other measures indicate that Alabama schools still have work to do when it comes to turning out prepared graduates. The State Department of Education has called on public schools and systems to close the gap between the graduation rate and the CCR rate. Ideally, every student should graduate ready to succeed in college or in advanced training that leads to higher-paying jobs. The CCR rate can also indicate the range of education and training opportunities available to students at a school or in a system and in normal conditions, serves as a gauge of the effectiveness of the educational program offered.

Gaps between school systems

When looking at local school systems, wide gaps remain even in the graduation rate. While 100% of students graduated from Piedmont and Oneota City Schools in 2020, only 69% of Bessemer seniors graduated on time.

The gaps are wide in college and career readiness as well. In 2020, 97% of Dale County seniors were rated as college or career ready, compared to only 25% of Bessemer seniors.

Gaps between student subgroups

Alabama’s graduation rate gap between the races and socio-economic groups has also narrowed at the state level. But when it comes to college and career readiness, gaps between the races and between socio-economic groups persist. For example, 84% of white seniors are rated college and career ready, while only 64% of Black seniors earn the distinction.

Does the CCR rate really matter?

To be counted as college and career ready, an Alabama high school student must meet at least one of six different indicators. In an official sense, a student’s status as college and career-ready doesn’t matter. It is not required for graduation. Neither colleges nor employers look for the rating on an individual’s resume.

On the other hand, some of the indicators have real-world implications for individuals. They can help an individual get into college, secure college credit, or successfully apply for a job. The chart below shows the percentage of seniors earning the college and career readiness distinction through each of the established measures. A detailed description of each of the measures follows the chart.

The changes in the percentage of students earning college and career readiness in each of the categories reflect changes in emphasis, investment, and effort. The changes can also reflect strategic choices by students or schools to pursue the easiest path for meeting college and career readiness requirements.

Below are the indicators of college and career readiness as established by the State Board of Education.

1. Score at or above the benchmark on one section of the ACT, the college-readiness test

In recent years, about 50% of students benchmarked on the ACT in at least one subject, most commonly English. According to ACT, a student who scores at or above the benchmark in a subject has a 50% chance of making a B in a college course in that same subject.

For the Class of 2020, only 46% of students made at least one benchmark score. With the coming of the pandemic, ACT had to cancel several test dates, which may have prevented some students from retaking the test and reaching the benchmark score. In light of that, many colleges and universities waived the ACT requirement for admission.

Still, the ACT results might also indicate that the disruption left some seniors less prepared for college.

2. Score Workforce Ready on the ACT WorkKeys test

In addition to its academically oriented college-readiness test, ACT offers WorkKeys, a standardized test that measures practical skills in math, language, and comprehension, skills as they might be applied in the workplace.

In 2019, 61% of seniors scored Silver or above on the WorkKeys, an indicator that they had the practical skills needed to function in most workplaces.

For the class of 2020, only 45% of seniors earned scored Silver or above. One potential reason for the drop is that schools are no longer required to give WorkKeys to every senior. Many systems, particularly those with an orientation toward college preparation, let students who scored college-ready on the ACT skip the WorkKeys test.

Also, for the Class of 2020, the WorkKeys was given in the Fall of 2019 as usual. But normally, spring re-tests offer opportunities for students to improve their scores. These re-tests were canceled in 2020 due to the pandemic.

For some, that lack of opportunity to better their WorkKeys scores has implications. Employers in some regions of the state, particularly West Alabama, have come to value the WorkKeys results as a meaningful credential. But there is a remedy. For those graduates who want the credential, Alabama’s two-year colleges offer preparation and WorkKeys testing.

3. Score 3 or above on an Advanced Placement (AP) or International Baccalaureate (IB) end-of-course test

AP and IB are college-level courses offered in high schools led by a trained teacher, following a nationally standard curriculum. Scoring 3 or above (out of 5) on an end-of-course test can earn a student college credit in the corresponding college course. IB exams were canceled in 2020 because of the pandemic. However, AP tests proceeded in an online format. Impressively, the percentage of seniors earning AP credit (11%) was only down 1 percentage point from the previous year.

4. Earn an industry-recognized credential through a Career Technical Education course

In 2020, 35% of seniors graduated having earned at least one industry-recognized credential. Considering that many of the credential certification tests don’t take place until the end of the year, it is impressive that the percentage of seniors earning a credential was only down two percentage points, from 37% in 2019.

Overall, the number of credentials earned in 2020 was down significantly compared to 2019 (final tallies are still being compiled). However, seniors appeared to have already earned credentials in prior years or earlier in the school year. The change to online instruction after March of 2020 disrupted the normal process of awarding credentials and closed some avenues for earning them. However, schools were encouraged to make a special effort to help seniors complete their industry-recognized credentials, an effort that appears to have been largely successful.

5. Earn college credit through dual enrollment

This is the one area that actually saw an increase, with 15% of graduating seniors earning college credit through dual enrollment in 2020 compared to 14% the year prior.

Dual enrollment, having high school students take classes for credit through universities or community colleges, has been gradually increasing in participation. Apparently, the courses were able to continue and be completed virtually.

6. Successfully enlist in the military

In 2020, 2% of graduating seniors enlisted in the military, a percentage that has been consistent for several years.

One notes trends in looking across the years at the variety of methods for achieving college and career readiness. The percentage of students CCR Ready on the ACT has been relatively flat. The percentage CCR Ready through WorkKeys has grown as schools and students have become more familiar with the test, though it fell back in 2020 thanks to changes in policy and disruptions. An increasing number and percentage of students have demonstrated college and career readiness through success in AP courses, dual enrollment, and in particular, participation in career technical education.

Different approaches to achieving college and career readiness

While a statewide analysis of college and career readiness measures provides some insight, a closer examination of local system results reveals that there is a tremendous variety in how different school systems approach college and career readiness for their students. For example, magnet schools and affluent suburban systems record high percentages of students earning benchmark scores on the ACT or AP. Systems with a close relationship with a local community college might offer more dual enrollment opportunities. At the same time, schools with strong career technical education programs might produce more college and career-ready students through that route.

Conclusion

The Covid-19 pandemic presented unprecedented challenges for schools and students. Schools and students posted relatively minor and understandable declines on major performance measures like the high school graduation rate and the college and career ready rate.

However, at a time when the state has set lofty goals for raising the educational attainment level of the workforce, both the pandemic and underlying trends point to needed areas of focus.

Alabama’s high school graduation rate is high. Still, students need to graduate better prepared with meaningful credentials and solid evidence that they are ready for education and training beyond high school. In 2020, 24% of high school seniors failed to demonstrate college and career readiness, even by the relatively generous standards established by the Alabama State Board of Education.

Among Alabama high school graduates, an increasing number are not seeking higher education. Some of that may stem from a robust job market that is drawing graduates straight into the workforce. Some of the most recent drop is pandemic related. However, for individuals’ long-term prosperity and for the state’s economic future, our workforce needs increasing levels of education and training. There needs to be continued attention to building solid bridges between high school and the next level of opportunity. There is also an opportunity to reach out to recent graduates, particularly 2020 graduates affected by the pandemic, to make sure they have access to advanced education and training.

Between 2015 and 2019, an increasing number and percentage of Alabama students earned high marks on the ACT’s WorkKeys, a standardized test designed to measure skills in workplace applications of reading, math, and graphical literacy. Results for the Class of 2020 can’t be compared to those prior years for two reasons:

1. The test is now optional, and a much smaller percentage of 2020 seniors students took it.
2. The Covid-19 pandemic canceled the spring window for retesting, an opportunity that usually led to higher scores.

So, within the senior class that graduated in 2020, 80% of high school seniors took WorkKeys compared to 93% of seniors the previous year. Those that take WorkKeys are awarded a National Career Readiness Certificate, the highest scoring earn a Platinum, with Gold, Silver, and Bronze level following down the scale. Of those who did take the test in 2020, 59% scored at the Silver level or above, compared to 66% for the Class of 2020.

Earning a Silver certificate or above on WorkKeys is one of the six ways an Alabama high school senior can prove that they are college and career-ready. Some systems made the test optional for students who had already demonstrated college and career readiness through qualifying ACT or AP scores, students who would have likely performed well on WorkKeys.

WorkKeys, as it is administered to high school seniors, consists of three tests: Applied Math, Workplace Documents, and Graphic Literacy. ACT works with employers to evaluate jobs and determine the level of reading, math, and comprehension skills each job requires. Research from ACT finds that someone earning a Silver-level WorkKeys certificate would have the basic skills necessary to function in 69% of the jobs they have profiled.

In West and Southwest Alabama, where economic development organizations have worked to familiarize businesses with WorkKeys, the credential is valuable. Employers, particularly in manufacturing, regard the scores as an indicator of a candidate’s ability to effectively function in the workplace. A student can use the credential when applying for a job with those employers that recognize what the credential means. The map depicts the counties that have worked with ACT to document the WorkReady credentials of their workforce and to educated local employers about the test.

However, in other areas of the state, where fewer employers are familiar with WorkKeys, and in school systems where almost all of the students are going to a four-year college, the WorkKeys assessment can be viewed as extraneous. In 2020, in Mountain Brook and Vestavia Hills, for instance, only 25% of the students opted to take the test in 2020.

Because the pool of students taking the test was significantly altered, the results shouldn’t be considered as part of a trend or a statewide indicator of performance. However, in schools and systems where almost all students take it, the information can be useful for communities evaluating the level of preparation the students are receiving.

The different nature of the WorkKeys test has tended to allow a slightly different set of schools and systems to show up as top performers in the state. In 2020, the top-performing system was Arab City Schools, where 90% of students scored earned a Silver or better. Hartselle City Schools placed second, with 84% of students scoring Silver or above. The default listing in the visualization shows only systems in which 90% of students took WorkKeys. The slide allows the viewer to adjust that percentage. Other controls allow exploration of other views of the data, changing the year, or looking at the results for a particular demographic subgroup.

Looking at the performance of individual schools, a familiar pattern is apparent. Magnet schools from the Montgomery, Huntsville, and Birmingham school systems top the list. But joining them in the Top 10 are Arab High School, Marengo County’s Sweet Water High School, Autauga County’s Billingsley High School, Fairhope High School, and Hoover’s Spain Park.

For a more fine-grained look at performance, the chart below breaks down the percentage of students scoring at each level on WorkKeys, ranging from the percentage earning a Platinum-level certificate to the percentage of students who took the test but failed to earn a certificate. Other views of the data are also available through the tabs at the top of the visualization.

Recent data from the U.S. Census Bureau indicate a growing number of people moving to Alabama prior to the Covid pandemic, which helped offset population loss due to a rising death rate and declining birth rate. The estimated number of net new domestic migrants was 13,115 in 2020, the largest inflow of the decade.

That estimate data, released earlier this month, is generated annually by the Bureau. Those estimates use the 2010 Census count as a base and attempt to capture population change by tracking births, deaths, and migration. The actual census count, conducted in 2020, showed even stronger growth than the estimates have indicated.

By April 1, 2020, Alabama’s statewide population had climbed above 5 million, according to the official 2020 Census enumeration. That total, 5,024,279, exceeds by more than 100,000 the Census Bureau’s estimate of Alabama’s population for July 1, 2020. Going forward, estimates will be re-calibrated using the Census count as a basis. On the basis of the count, Alabama kept all seven U.S. House Districts. According to the official Census count, Alabama added 244,543 residents since 2010.

According to the counts, Alabama’s population grew by 5% from 2010 to 2020. The Carolinas, Tennessee, and Georgia grew at about twice that rate, but Alabama grew faster than Mississippi, which lost population, and Louisiana and Arkansas, both of which grew at a rate of 3%. Florida’s population grew by 15%, adding a staggering 2.7 million new residents.

Components of Change

Though Census population estimates were off compared to the actual 2020 count, the estimates and components that drive the estimates provide insight into the drivers of population change in Alabama throughout this past decade. The newest estimates, released earlier this month, and the estimates from prior years present some patterns:

• Over the course of the decade, Alabama birth rates fell, and death rates climbed as the population aged.
• International migration provided growth in the early part of the decade.
• As international immigration faltered in the final years of the decade, domestic migration to Alabama surged.

Aging and Fertility

The most fundamental elements of population change are births and deaths. Census estimates are based on the number of birth and death certificates issued, with some short-term projection built-in since there is a two-year lag in getting the actual county-level data..

According to Census estimates, over the course of the decade, Alabama and the U.S. saw a decline in the number and rate of births and a rise in the number and rate of deaths. For the first time in 2020, the Census Bureau estimated that more people died in Alabama than were born.

If the estimates accurately captured the trend, deaths will likely exceed births in Alabama again in 2021. The math that drives these numbers has to do with the size of generations and the size of families. Members of the Baby Boom Generation, the extra-large cohort born between 1945 and 1965, have entered years of increased mortality, causing a rise in the death rate. Meanwhile, younger generations, with fewer members, have had children later in life and are having fewer children. In addition, the Covid-19 pandemic led to increased mortality, between March and July 1, 2020. The Census Bureau made a national-level adjustment for increased mortality from Covid-19 between March and July of 2020. That will factor into population change this year as well.

But the effects of these changes in fertility and mortality play out unevenly across the U.S. and across Alabama counties. Places that have attracted younger residents have a lower median age and a higher share of births. Places that are losing population tend to retain a higher share of older individuals and consequently see higher death rates. Birth rates are highest in the counties with urban centers, or universities, or cities’ suburbs. Death rates are highest in rural communities where the population is older. The social, ethnic, and racial composition of a community affects birth rates as well. Hispanic and Black families tend to have more children.

The visualization above allows you to explore how the differences play out in different states. The visualization below allows you to explore those differences among Alabama counties.

For example, Blount County has a pattern that reflects the state as a whole. However, using the selector on the right, toggle to Madison or Shelby County, and observe a different pattern: The number of deaths is still rising, but so is the number of births as young families move in, producing a positive rate of natural increase. Conecuh County, by contrast, shows a steep fall in births and a rise in deaths, producing a population decline through natural factors.

Migration

Beyond births and deaths, population change is driven by who is moving in and who is moving out, measures of migration. The Census Bureau develops estimates of movement within the United States (domestic migration) and between the U.S. and other counties (International migration). Over the past decade, general regional migration patterns emerged: Southern and Western states have gained through domestic migration. Northeastern states and California have gained through international migration. Rural counties in the interior South, Rust Belt, and the Plains States have seen moderate growth or some population decline. In the end, all states except Mississippi, Illinois, and West Virginia added population between 2010 and 2020, with gains concentrated in the cities and metropolitan, suburban counties, and retirement and recreational destinations.

According to the estimates, Alabama experienced two different periods of migration since 2010. In the first part of the decade, rising international in-migration offset weak growth and even population loss through domestic migration. Over a span of years, Alabama had more residents moving away than arriving from other states. But late in the decade, those factors flipped: a surge in domestic in-migration replaced faltering international immigration as the driver of population change.

Time will tell whether that surge in domestic migration will resume or even accelerate after the Covid pandemic. Early indications suggest it might. Unemployment in Alabama is down close to pre-pandemic levels, historic lows that should attract movers. There are indications that movements already underway are continuing and even accelerating. The Wall Street Journal analyzed data from permanent change of address forms filed with the U.S. Post Office. The results suggest that during the pandemic, there has been a movement out of dense urban areas in the Northeast towards the South and toward smaller metros and suburbs. The pandemic has accelerated retirements and migration to retirement destinations, adding fuel to the strong growth in Alabama’s Baldwin County, for instance.

As has been the case throughout the decade, estimates indicate that most of the growth in Alabama is occurring in a handful of counties, led by Baldwin and Madison, home to Huntsville. A second tier of growth magnets consists of Lee County, home of Auburn University; Shelby County, south of Birmingham; Limestone County, adjacent to Huntsville; and Tuscaloosa, home to the University of Alabama.

In the estimates for 2020, more counties in Huntsville’s orbit, including Colbert and Lauderdale in the Shoals and Morgan, are showing population gains. Meanwhile, in Southeast Alabama, counties around Dothan, including Houston and Coffee, appear to be picking up residents, as well.  

Jefferson, Montgomery, and Mobile counties all lost population in 2020, according to the estimates. All three counties have been net exporters of domestic migrants throughout the decade but have made up for the loss through natural increase and the arrival of residents from other countries. However, with the clampdown on immigration during the Trump years, made even more acute by the pandemic, all three counties saw sharper losses. That was particularly true in Jefferson, which had a rising number of deaths, a lower number of births, a depressed level of international immigration, and a higher net loss through domestic migration. Jefferson was estimated to have 3,197 fewer people living in the county in July 2020 than in July 2019, the biggest numeric loss among Alabama counties.

Dallas County continued to lose population with an estimated 1,084 fewer residents in 2020. According to the estimates, Dallas County had a population of 36,098 in 2020, a cumulative loss of 7,715 people since 2010. Dallas experienced the second-fastest rate of decline since 2010, 17.6%, among Alabama counties. Only Perry County, at 17.9%, had a greater rate loss. Perry’s population, estimated at 8,698 in 2020, is second lowest in Alabama, outranking only Greene County’s 7,990.

Prior to the pandemic, with unemployment at a historic low, Alabama was on the verge of a labor force shortage. Perhaps in response, the state appears to have begun drawing increased numbers of new residents. For Alabama to reach its economic potential, the state will need to continue to draw migrants. The existing population is aging, with the Baby Boom generation headed for retirement.

Drawing more workers into the state may help Alabama meet the goal established for the state workforce system: add 500,000 highly-skilled workers to its workforce by 2025. But reaching that goal will also require bringing more Alabamians back into the workforce, increasing labor force participation by increasing access to training and education.

Average ACT scores for Alabama public high school graduates declined with the graduating class of 2020, with students now scoring lower than they did five years ago. The results mirror a national decline that cuts across gender, economic and demographic groups of students.

The scores reported here would not have been affected by the Covid-19 pandemic; 2020’s seniors would have taken the tests and applied for college before the disruption.

Interactive charts in this report allow you to explore the results at the state level and by system and school, subject, and year.

Statewide, the average composite score declined – from 18.9 to 18.6 on a 36-point scale – and the average score in each of the four subject areas – English, reading, math, and science – declined as well.

The data on which PARCA’s analysis is based was obtained from the Alabama Department of Education. The results consider the students’ best individual score by subject if the student took the test multiple times. 

Nationally, composite and subject scores all ticked down. The national average composite was 20.6, down from 20.7 in 2019. Alabama’s average score should not be compared to the national average score. Only half the nation’s high school graduates take the ACT, and the students who do are disproportionately likely to be headed to college. In Alabama, all public high school students take the test. But for both Alabama and the nation, this was the third year in a row of decline. For both, 2017 was the high point over the past five years—Alabama at 19.1, the nation at 21.

A better score comparison is to other states where all public high school students take the ACT. Among those 15 states, average ACT scores range from 20.2 in Utah to 17.9 in Nevada. Alabama is tied with North Carolina for the No. 10 ranking among those 15 states.

For reference, the average ACT for students entering Alabama colleges ranges from a composite score of 18 at Alabama State and Alabama A&M to 28 at Auburn and the University of Alabama in Huntsville.

ACT also reports the percentage of students scoring at or above the college-ready benchmark in each subject. Only 16.3% of Alabama students scored at or above the benchmark in all four subjects in 2020. According to ACT, students scoring at or above the benchmark in a subject have a 50% chance of earning a B or higher or about a 75% chance of obtaining a C or higher in the corresponding introductory college course. Just under half of Alabama students, 48%, scored college-ready in English, but the ACT results indicated that only 21% were ready for success in a college-level math course.

ACT scores are also reported by demographic and economic subgroup. The data points to lingering disparities in scores between non-economically disadvantaged and economically disadvantaged students, between Asian, white, Black, and Hispanic students, and between males and females. But all groups saw scores decline in 2020.

The number and percentage of Alabama public high school graduates assigned to remedial courses upon entering college continued to decline in 2019, one measure of academic progress for K-12 schools and Alabama’s public higher education system.

Remedial classes are non-credit college courses covering material students should have learned in high school. Alabama’s Community College System (ACCS) has recently developed alternatives to those courses, and the decline is attributable to those schools. According to ACCS, not only are fewer students being placed in remedial courses, but also passage rates in introductory courses have risen. Meanwhile, the number of students assigned to remedial courses at four-year colleges has increased modestly.

The data comes from the Alabama Commission on Higher Education (ACHE), the state higher education coordinating board. ACHE works with K-12 and colleges to follow the progression of Alabama high school graduates into Alabama public colleges.

The data provides feedback to high schools about how prepared their graduates are and can give colleges insight for improving student success.  Use the tabs in the visualization to explore the data. Compare the performance of graduates from your local high school or system.

This remediation data is the final dataset that looks back on students who graduated in the Spring of 2019. For that school year, PARCA previously published analyses of standardized tests, performance on ACT and WorkKeys, graduation and college and career readiness, and on college-going.

Progress Toward an Educational Goal

Decreasing the number of Alabama public high school graduates needing remediation in college was a goal identified in Alabama’s strategic plan for education, Plan 2020, adopted in 2012.

Remedial education is considered a waste of money for both the state and the individuals paying for higher education. Remedial courses cover material that should be covered in high school. Remedial classes cost students tuition and fees but do not produce credits that count toward graduation. By avoiding remedial courses, students are able to complete college work in a more timely fashion and at less cost.

A combination of factors have likely driven the decline in remediation. Factors include:

1. Policy changes at two-year colleges that prescribe tutoring alongside introductory college classes, rather than assignment to a remedial class.
2. Better preparation of students in K-12.
3. Changes in college-going rates due to the high job availability.

The declines have been equal in reading and math. In 2013, 26% of students required remedial math, and 17% required remedial English. With the class of 2019, only 20% required remedial math, and 11% required remedial English.

Community Colleges Providing Alternatives

In 2018, The Alabama Community College System (ACCS) made system-wide changes designed intentionally to reduce the number of students enrolled in developmental or remedial courses. Students were still assessed for their levels of academic preparation upon enrollment, but, instead of being assigned to either regular or remedial courses, the system used a new tiered placement model. One innovation was enrolling students who needed extra support in a corequisite/tutorial course alongside college-level Math or English. Since the change, the number of students in remedial classes has declined, but the percentage of students passing gateway English and math has increased.  

Are entering college students better prepared?

Since 2012, Alabama has pursued multiple strategies to improve K-12 education and to produce high school graduates who are better prepared for college and career.

Most directly tied to college preparation, the state has increased support for dual enrollment, which allows high school students to take courses at colleges, and for Advanced Placement courses, college-level courses taught by high school faculty members. Thanks to additional funding, the number of Advanced Placement Courses offered has increased. Much of that expansion has been in schools with higher numbers of economically disadvantaged students. The success rate on AP tests remained constant between 2013 and 2019, indicating that the expansion was maintaining quality while expanding opportunity.

Despite those efforts, scores for Alabama high school graduates on the ACT, the college-readiness test given to all students, have been flat to slightly declining. And while the number of students assigned to remediation has decreased in the two-year system, as noted, the number of remedial students has risen at four-year colleges.    

Are a different mix of students attending college?

Another factor that may be affecting the remediation rate is the choices high school graduates are making about college. Since 2014, the percentage of high school graduates going directly to college has declined from 65% to 58% in 2019. (See PARCA’s analysis of college-going trends). Over that period, Alabama’s high school graduation rate and the number of graduates produced has increased. Most of the enrollment decline has been in the two-year system. Community colleges tend to see enrollment declines when the economy is growing, and the demand for workers is high. In the fall of 2019, when Alabama’s unemployment rate was at a historic low, enrollment in the community college system dipped below 80,000, down from over 90,000 earlier in the decade as the state was emerging from the Great Recession.

It may be that a greater share of the high school graduates who would have needed remediation in college have instead gone straight into the workforce.

Conclusion

Remediation is needed for students enrolling with a major gap in their readiness for college. Given the open admissions policy in the two-year system and for some four-year colleges, remedial courses continue to play a role in higher education. For others who need some help rising to the level of college coursework, it benefits students and schools to provide alternatives to remediation. The most straightforward solution is to improve preparation in high school, and those efforts should continue. The two-year system’s strategy to provide simultaneous tutoring rather than sequential remedial courses appears to benefit students, increasing passing and progression rates. The model ACCS has developed should also be explored for replication at four-year colleges.

Even before the arrival of the Coronavirus, the number and percentage of Alabama high school graduates entering higher education after graduation was falling.

According to new data from the Alabama Commission on Higher Education (ACHE), the college-going rate for the Class of 2019 declined to 58%, the lowest percentage of high school graduates going into higher education over the past five years. The rate likely won’t recover soon. Indications are that the pandemic drove down enrollment even further in 2020.

See the college-going rate for your local high school or school system, or see college-going rates on an interactive map.

The 2019 decline in college-going likely reflected a strong economy and historically low unemployment rate. Enrollment losses were concentrated in the two-year college population. Enrollment in two-year colleges tends to fall when jobs are plentiful, and high school graduates have an immediate opportunity to go into the workforce. Meanwhile, in the fall of 2019, the number of Alabama high school graduates going on to four-year college increased slightly.

ACHE produces college-going statistics for Alabama high school graduates by querying the National Student Clearinghouse, which gathers student enrollments at colleges and universities across the country. The information is important because it provides information about the likely direction of educational attainment in the state and in local communities. Producing college and career-ready graduates and propelling them into advanced technical training or college degrees is a key priority for the state.

Downward Trend Likely to Continue in the Near Term

In a separate survey, ACHE gathers the overall fall enrollment from all Alabama public colleges. The results of the 2020 survey provide a glimpse of what college-going might look like for the Class of 2020. According to that data, the 2019 decline at two-year colleges was followed by an even steeper decline in 2020 of an additional 6 percent, as new graduates and schools navigated the pandemic, according to a separate set of data collected by ACHE.

The college-going rate drop presents a challenge in Alabama’s drive to add 500,000 highly skilled workers to its workforce by 2025. Community colleges are key to producing some of the most in-demand certifications and credentials.

Despite their affordability, convenience, and centrality to the skills-based training increasingly called for by prominent Alabama employers, two-year colleges have seen enrollments decline steadily over the past decade from 93,720 in 2011 to 79,938 in 2019. Preliminary fall enrollment in 2020 was 69,814.

Where High School Graduates Go?

Alabama’s high school graduation rate reached an all-time high of 92% percent in 2019, but, according to ACHE’s data, the 2019 graduation year also produced the highest number of graduating students, since 2011, who didn’t go on to higher education.

ACHE followed 50,840 high school graduates in the year after they graduated in 2019.

• 29,384, or 58%, enrolled in higher education
• 15,376 enrolled in four-year colleges
• 14,008 enrolled in two-year colleges
• 21,456 were not found to have enrolled
• 90% of enrollees went to a college in Alabama
• 92% went to a public college

College-Going Patterns

• Magnet schools and suburban school systems send higher percentages of students to four-year colleges.
  • Three Montgomery County magnet high schools rank in the top 10 for college-going, along with Birmingham’s Ramsay High School, which is also a magnet. Suburban high schools like Mountain Brook, Vestavia-Hills, Hewitt-Trussville, and Hoover also rank in the top 10, along with Huntsville High School, a non-magnet high school in an urban system.
• Some rural and non-metro counties and systems achieve high college-going rates based on high enrollment in the local community college.
  • Arab, Opp, and South Lamar High School rank in the top 20 for college-going due to the strength of their community college enrollments.
• Rural counties isolated from population centers and urban high schools in high poverty neighborhoods tend to have the lowest college-going rates.

Outliers

While generalizations about performance can be made, some schools are outliers. The chart below compares Alabama high schools’ college-going rate (the vertical axis) with the student body’s poverty rate (the horizontal axis). The higher a school is on the chart, the higher the percentage of students who leave high school and enter college—the farther to the right on the chart, the lower the level of poverty. The slanted line in the middle is the average of the values, which forms a line of prediction. In general, the college-going rate rises as the student body poverty rate gets lower.

However, some schools outperform the level at which they would be predicted to perform based on the economic status of students. In 2019, examples included high schools like Wadley High School in Randolph County, Linden High School, Thomasville High School, and RA Hubbard High School in Lawrence County.

Why does it matter?

Alabama, as a state, and communities within Alabama would benefit from higher levels of educational attainment. Higher levels of education are associated with higher levels of income, better health, and longer life. States with higher levels of educational attainment have higher per capita income.

The tabs above the chart allow navigation to a variety of measures of college-going and educational attainment at the school, the system, the county, and the state level. The statistics are presented in graphics, tables, and maps.

Significantly fewer students are receiving corporal punishment in Alabama, according to a new dataset released by the U.S. Department of Education’s Office of Civil Rights and analyzed by the Public Affairs Research Council of Alabama. Still, Alabama paddles more students than almost any other state. Alabama is one of only 11 states where corporal punishment was used more than 100 times statewide in 2018. ¹

According to the data, 9,168 students in Alabama K-12 public schools received corporal punishment in the 2017-2018 school year. That ranks Alabama No. 3 behind Mississippi and Texas in the number of students who were subject to corporal punishment. Across the U.S. almost 70,000 students were reported to have received corporal punishment in 2018, compared to almost 100,000 in 2016. Alabama’s number of reported paddlings dropped by more than 7,000, from 16,542 in 2016. That was the largest numerical decline among the states. Ten fewer Alabama school systems reported paddling students.

Why Is This Important?

PARCA provides analysis so public agencies can understand their policies in a wider context and identify best practices in order to improve performance for public schools, much of that analysis centers on student outcomes like graduation and on standardized tests. But beyond academic preparation, success in school is influenced by student behavior and a school’s response to misbehavior.

Last year, PARCA examined the use of out-of-school suspensions in school discipline. Educational research shows that out-of-school suspensions lead to missed instructional time and disengagement. Out-of-school suspensions have been linked to lower levels of achievement and higher dropout rates.²

Proponents view corporal punishment as a more efficient alternative. It has been found to effectively motivate students to comply with school rules in the short term. However, research shows that corporal punishment does not appear to change behavior in the long run, can adversely affect achievement, and may legitimize physical violence as retribution in school and society. ³

Questions of equity also arise. The data show Black students face a higher rate of punishment than white students in both suspensions and corporal punishment. A higher percentage of disabled students are paddled compared to non-disabled students. In recent years, most states, including Mississippi and Arkansas, have banned corporal punishment on disabled students.

National Trend Away From Corporal Punishment

The fall in the use of corporal punishment in Alabama and across the country is the continuation of a long-term trend and coincides with increasing calls for ending physical punishments in schools.⁴

Between 1971 and 2011, 30 states outlawed corporal punishment in public schools. New Jersey banned the practice in 1867.⁵

In 2016, then-U.S. Education Secretary John B. King Jr. wrote to governors and state education chief executives urging them to end corporal punishment in public schools, citing research that finds physical punishment ineffective and counter-productive.

The American Psychological Association and the American Academy of Pediatrics (AAP) have long recommended against the use of corporal punishment in schools. In 2018, the AAP issued a strongly-worded recommendation against any adults, including parents, using physical force to attempt to modify children’s behavior.

“Aversive disciplinary strategies, including all forms of corporal punishment and yelling at or shaming children, are minimally effective in the short-term and not effective in the long-term,” the Academy wrote. “With new evidence, researchers link corporal punishment to an increased risk of negative behavioral, cognitive, psychosocial, and emotional outcomes for children.”

Still Supported, Practiced, Particularly in the Rural South

However, corporal punishment continues to have supporters in local communities and in state legislatures. It is most common in rural, non-metropolitan school districts. Proponents argue that it is a decisive intervention that avoids separating students from school and classes, as does out-of-school suspension. Attempts to ban the practice in additional states have fallen short. Proposals for a statewide ban were considered but failed to pass in Colorado, Kentucky, and North Carolina in recent years.  

Corporal punishment in public schools is still legal in 19 states, though in 8 of those states (North Carolina, South Carolina, Colorado, Arizona, Wyoming, Indiana, Utah, and Kansas), it is rarely, if ever used. In 2018, the 11 states where more than 100 students were corporally punished were concentrated in the Southeast, overlapping with the membership of the Southeastern Conference.

In terms of the percentage of students receiving corporal punishment, 1% of all Alabama students were paddled in 2018, ranking Alabama No. 3 behind Mississippi and Arkansas. But some schools don’t use corporal punishment. Looking only at the universe of schools where corporal punishment is practiced, 4% of Alabama students attending corporal punishment schools were paddled, which ranks behind Mississippi, Arkansas, and Missouri. Only a small number of schools use corporal punishment in Missouri, but the corporal punishment rate is high in those schools.

A Higher Percentage of Blacks and Disabled Students Receive Corporal Punishment

More whites than Blacks receive corporal punishment, and more non-disabled students are paddled than disabled. However, as a percentage of their enrollment in schools where corporal punishment is practiced, a higher percentage of Black students were subjected to corporal punishment in 2018 than white students.

The same is true for disabled students. A higher percentage of disabled students than non-disabled students were subject to corporal punishment, according to the 2018 data. In recent years, states have begun to ban corporal punishment of students with disabilities, including Mississippi, Arkansas, Louisiana, and Tennessee.

The data on corporal punishment comes from the biennial reports submitted by schools to the U.S. Department of Education’s Office of Civil Rights. The reports gather a wide range of data from enrollment characteristics, to funding, to course offering and participation, to the application of various forms of discipline.

In Alabama, 223,000 students, or 30% of the state’s public school population, are enrolled in schools where corporal punishment is practiced. Alabama had a total of 1,384 schools submitting reports; 470 of them reported that corporal punishment was used in 2018.

The following dashboards can be used to explore the use of corporal punishment in Alabama in the 2018 data, explore maps, rankings by system and school, and make a closer examination of statistics for individual schools.

Non-Punitive Alternatives

A number of schools and systems in Alabama and around the country are increasingly turning to non-punitive measures that are more directly targeting underlying causes of student misbehavior and have been found to decrease disciplinary referrals. Examples include:

• Caring School Communities model ⁶
• Character education (see character.org)
• Positive Behavioral Interventions and Supports (PBIS) ⁷
• Pre-K early childhood education

Among these approaches, PBIS has the strongest body of evidence, though in recent years the Caring Schools Community model, programs integrating academic and social-emotional learning, and student character education are showing promising results. PARCA is currently evaluating programs in Alabama associated with these models. PARCA’s pre-k research also suggests that students participating in Alabama’s First Class Pre-K are less likely to be cited for disciplinary infractions than students who did not participate.

The big count with major consequences for Alabama continues, and it looks like it will come down to a very tight margin.

The decennial census for 2020, the official count of people living in the United States, is expected to be released in February. But in the meantime, in December, the Census Bureau released its annual population estimates for the states. According to those estimates, as of July 1, 2020, Alabama’s population would be just high enough to keep its current seven representatives in the U.S. House. In that scenario, New York would lose a seat.

However, the estimates don’t count; the Census does. And it is the population as of April 1 that matters when calculating each state’s proportional representation in Congress.

How will the count and estimates differ, particularly considering that the count (and the estimates’ calculations) took place in the time of a pandemic, with all the disruptions, delays, and difficulties that accompanied it?

And not only that. This Census count took place in a fog of unprecedented controversy over who the Census is supposed to count and how it might be used to determine apportionment. Judging by the estimates, Alabama and New York are the two states closest to the line for losing or gaining a seat.

Alabama vs New York

Alabama added a net total of 13,567 residents between July 1, 2019, and July 1, 2020, bringing the state’s total population to 4,921,532, according to the estimates released in December.

Using those figures in an apportionment calculator created by the University of Michigan’s Institute for Social Research, Alabama would maintain its seventh Congressional seat, but only by a margin of 6,210 residents. Under that scenario, the state of New York, which is losing population, would lose 2 Congressional seats. According to the estimates, New York suffered a net loss of 126,355 residents between July 1, 2019, and July 1, 2020.

Where did the two states stand three months earlier, on April 1? And how closely will the count correspond to the estimates? The count is supposed to tally the population before a spike in deaths in New York caused by Covid-19 and before an exodus from the city due to the extreme outbreak there. If by April 1, Alabama had not achieved its needed net gain in population, or if New York’s population hadn’t seen its big drop, the tables might turn. New York might lose just one seat, and Alabama might lose one.

Looking Back Over the Decade

Looking back over a decade, the estimates had Alabama growing moderately throughout the decade, with stronger growth relative to other states in the most recent years. In percentage growth, Alabama’s growth ranked 26 among the 50 states in 2020.

In the middle part of the decade, Alabama’s annual growth rate lagged, ranging between 0.25% to 0.23%. Between 2018 and 2020, the annual growth rate bumped up, ranging between 0.28% and 0.33%.

Southeastern Comparison

According to the estimates, Alabama’s growth rate was 3% over the course of the decade, adding 141,414 residents. That’s a stronger rate of growth than Mississippi and Louisiana, tied with Kentucky, and just behind Arkansas. The gap with other Southern states is wider: Tennessee grew 9% over the course of the decade: Georgia, 11%; North Carolina, 11%; and South Carolina, 13%. In 2010, Alabama’s population exceeded South Carolina’s population by 150,000. By 2020, South Carolina’s population was estimated to have exceeded Alabama by almost 200,000.

In terms of numeric change, Mississippi was estimated to have lost a net total of 1,343 residents between 2010 and 2020, while Louisiana, Arkansas, Kentucky, and Alabama gained between 100 and 150,000. Meanwhile, South Carolina and Tennessee each added over 500,000 residents; Georgia and North Carolina over 1 million and Florida, almost 3 million.

The South Region, as the Census defines it, was the fastest-growing region in the U.S. Beyond the Southeastern states, the Census South Region includes growth hotspots Texas, Virginia, D.C., and Maryland. It also includes West Virginia, which lost population at a faster rate, 4%, than any other state. Illinois suffered the greatest net loss in population, 244,042, over the course of the decade.

Taking population into consideration, Jefferson County may have more jails than any other major county in the U.S., and the county’s mayors are investigating options for decreasing the liability, expense, and inefficiency that comes with operating so many separate facilities.

As part of ongoing regional cooperation efforts, the Jefferson County Mayors Association commissioned a new study jointly funded by the Association and the Community Foundation of Greater Birmingham. The resulting report, authored by the Public Affairs Research Association of Alabama, examines the capacity, occupancy, and age of Jefferson County’s 18 jails and identifies short-term and long-term options for decreasing the number of jails through cooperation between cities and the county.

The report finds that Jefferson County’s 18 municipal jails have a combined capacity that far exceeds the diminished number of municipal inmates typically held in them, a situation that predates the Coronavirus pandemic.

Several jail facilities including Bessemer, Birmingham, and Jefferson County’s downtown Birmingham jail, are aging and in need of serious repair or replacement.

Several factors are driving cities to reconsider operating jails. The cost of providing medical or mental health care to inmates can be high. Prisoner lawsuits and potential injuries to employees create a liability risk for cities. Municipal courts are now less likely to keep prisoners in jail, driving down occupancy and driving up per prisoner costs.

At both the national and state level, there is a trend toward shared jail facilities between cities and between cities and counties. Across the U.S., most jails are operated at the county level; 80 percent of jails are operated by county sheriffs. Most large cities in Alabama, including Huntsville, Mobile, Tuscaloosa, Auburn, Florence, and Decatur, now contract with the county sheriff for holding inmates. Several Jefferson County cities have closed their jails and contract with neighboring cities to hold prisoners. Other cities contract with Jefferson County Sheriff’s Office for both patrol and jail services.

The development of the report and discussions of the findings have launched conversations between mayors and county officials about the options, discussions that expected to continue in 2021.

As a long-term solution, Jefferson County Sheriff Mark Pettway has expressed interest in constructing and operating a metro jail capable of housing inmates from interested municipalities.

However, that proposal is years away from being considered. Jefferson County is still recovering from bankruptcy and will not be in a position to provide financial backing until 2024. Depending on the location, a new facility could necessitate the construction of both a new jail and courthouse. Such an expensive project would require a broad array of support from county commissioners, judges, law enforcement, the district attorney and the defense bar. And, for the project to provide substantial savings for the community at large, municipal participation, particularly from the city of Birmingham would be crucial.

In the shorter-term, cities can collaborate through contract. Police officials in Birmingham say they are willing to house prisoners from other jurisdictions, using the revenue to renovate operate the Birmingham jail. Police officials in Hueytown and Adamsville also have excess capacity and are have expressed willingness to provide jail space to neighboring jurisdictions. Trussville and Warrior already are hosting inmates from neighboring cities.

In the long-term, political leaders in Birmingham and other cities are interested in getting out of the jail business. But in order to do that, an agreement would need to be struck either with the sheriff and Jefferson County or with a coalition of cities coming together to form a regional authority to construct and operate a shared jail.

Read the full report here.

Alabama’s high school seniors of 2019 graduated at the highest rate the state has ever reported, 92%. And, a greater proportion of those students, 80%, were rated college and career ready than ever before. Search results for local systems and schools. Alabama’s reported high school graduation rate now ranks No. 7 among U.S. states.

The rapid rise in graduation and readiness is cause for celebration, but it also leads to questions.

• Are rising graduation and readiness rates due to academic progress or easier-to-meet standards?
• Do the established measures accurately gauge whether a student is ready for college or the workforce?
• Are some schools and students seeking out shortcuts to generate higher rates of readiness?

A high point and a moment for reflection

The high school graduation rate measures the number of ninth-grade students who earn a diploma four years later, the cohort graduation rate.

The graduation rates and readiness levels recorded in 2019 aren’t likely to be matched in the short term. Schools shutdown in March of 2020, and the semester was finished online. That potentially interfered with some seniors catching up on credits or earning the certifications or scores needed to graduate or achieve readiness. Some students likely fell behind in accumulating credits for graduation, certifications from Career Technical Education courses, and other markers of college and career readiness. The altered learning experiences brought on by the pandemic will likely have effects for the next several years.

So, considering this period of uncertainty for on-time graduation and college and career readiness rates, the state and its public schools have an opportunity to make sure both a high school diploma and college and career readiness are meaningful and credible measures of achievement, that the credentials earned by students are valuable and meaningful to colleges and employers.

How goals were set and met

Alabama’s high school graduation rate has been on the rise since at least 2012. It has now topped the announced goal of 90%, set by the state plan for educational improvement, Plan 2020. By 2018, the most recent year for which national comparisons are available, Alabama’s high school graduation had risen 18 percentage points since 2011. Only Nevada’s graduation rate showed more improvement over the period.

The graduation rate’s rise coincided with several changes. First, the state’s graduation exam was scrapped. Second, alternative diplomas that had been available to special education students were eliminated and all completion pathways pointed to a regular high school diploma. Third, the state implemented a credit recovery system that allowed students who failed a course to continue working to master the material, rather than having them take the entire course again. And, finally, the graduation rate, and later the readiness rate, became an accountability measures, motivating faculty and administration to find ways to improve on those metrics.

As the graduation rate rose sharply, so did concern that schools were issuing diplomas to students who weren’t prepared for entry into the workforce or college. In 2018, then-State Superintendent Ed Richardson pointed to the wide gap between the graduation rate and the percentage of seniors who met the state’s definition of college and career-ready. For the class of 2016, for example, the graduation rate was 23 percentage points higher than the college and career readiness rate. Richardson called on schools to focus on closing that gap, demonstrating that graduates were ready.

With the release of the 2019 numbers, the gap has closed to 12 percentage points, with 92% graduating and 80% of seniors demonstrating college and career readiness, according to the measures established by the Alabama State Board of Education.

How students are rated college and career ready

The Alabama Board of Education has adopted six ways for high school students to demonstrate that they are ready college and/or career ready.

• Score at or above the college-ready benchmark on at least one section of the ACT’s college readiness test
• Score Silver or above on ACT’s WorkKeys Assessment
• Earn a qualifying score on an Advanced Placement (AP) or International Baccalaureate (IB) test
• Earn College Credit through a dual enrollment course
• Earn an Industry Recognized Credential prepared for through a Career Technical Education (CTE) Course
• Pass the U.S. military’s test for enlistment

A detailed discussion of the individual measures follows, but progress on the measures can be summarized.

College-oriented measures of readiness haven’t improved much. ACT scores and the percentage of students passing them are flat.

The percentage of students earning Advanced Placement is up by 2 percentage points, correlating with the wider availability of courses.

College credit through dual enrollment, usually through community colleges, is up 4 percentage points. Some of those courses are academic and others are CTE classes.

On the other hand, workforce readiness measures have grown more steeply. That makes sense considering the increased emphasis on Career Technical Education in recent years.

Some of those large gains on the work-oriented measures will receive additional scrutiny in the future, as state officials work to ensure that the work credentials align with courses of study and available employment opportunities.

The chart below tracks the growth between 2018 and 2019 on the various readiness measures.

ACT

From 2017 to 2019, scores on the ACT, the widely known college entrance test, have remained flat among Alabama seniors. About half of students earn a benchmark score on one of the ACT subjects: English, reading, math, and science. Students are most likely to score at or above the benchmark in English, indicating that they are ready to take English 101 and pass. According to ACT, a student scoring at the benchmark has a 75% chance of making a C or better in a college-level course in that subject. The ACT is administered in the public schools in the junior year. However, a student can take the ACT before or after that and continue to take it to improve their score.

WorkKeys

ACT also produces a test of applied knowledge called WorkKeys. WorkKeys has been a growth area. In 2017, 55% of seniors scored high enough to be considered ready for the workforce. By 2019, that percentage had climbed to 61%.

WorkKeys is a test of reading, writing, and graphical comprehension as those skills might be used in the workplace. A student’s performance on the test can earn a certificate at one of four levels: bronze, silver, gold, or platinum. Students earning silver or above are considered ready for the workforce, demonstrating a level of skill required by 69% of jobs in ACT’s database of profiled jobs.

As schools have become more familiar with WorkKeys, some have instituted training sessions for the test, recognizing that some students may be better able to earn a qualifying score on WorkKeys than on the more academically-oriented ACT.

AP/IB

AP and IB courses and tests are designed to reflect college-level learning, both in course delivery and rigor. Alabama has steadily increased its investment in AP courses in particular, spreading these nationally-recognized and benchmarked courses and tests to more school systems. To demonstrate college readiness on this measure, a student has to score 3 or above on the end-of-the-year AP test. A score at that level can allow a student to claim college credit at many colleges.

The percentage of seniors earning a qualifying score through the AP test has increased, from 10% of seniors to 12%. Credit through IB, which is offered at far fewer schools, has also increased slightly.

Due to the pandemic, AP success is likely to be negatively affected. The shut down of school in the final weeks before the tests damaged preparation. The tests were offered, online, in modified form, but it is unclear what the participation and success rate will be due to the alteration.

College Credit

This category measures the percentage of seniors who earned college credit by taking and passing a college-level course while still in high school. For the most part, these are courses offered through the state’s network of community colleges. The percentage of students earning dual enrollment credit has climbed from 10% to 14% of high school seniors, thanks to a boost in investment from the state to expand these offerings, as well as a greater effort on the part of K–12 and community colleges to make these opportunities available to students.

These dual enrollment courses can be academic in nature, but more often, are career-oriented, giving students a jumpstart on college or training for workplace certifications and licenses.

Career Technical Education

This area, which has been an area of expanded focus for schools, saw the biggest gains between 2017 and 2019.

The percentage of students earning credit through CTE rose from 22% of seniors in 2017 to 37% of seniors in 2019, the largest gain among all the measures. Some CTE credit is hard-won, the product of months or years of training and education resulting in a valuable credential or certification that can be used to secure a job upon graduation.

However, some of the fastest-growing credentials are of questionable value in the marketplace and can be earned through brief coursework and short online examinations. PARCA research for the Business Education Alliance found that some of the fastest-growing credentials included certifications such as adult beef quality assurance and certified guest professional. Thousands of additional credentials have been issued along these lines. While the certificates may reflect useful knowledge, they don’t require extensive coursework or knowledge to earn. Beyond that, the volume at which these credentials are being issued doesn’t match available employment opportunities.

According to data provided by the Alabama Department of Education, credentials issued in Adult Beef Quality Assurance and Certified Guest Service Professional constituted almost 40% of the 30,040 credentials issued in the 2018-2019 school year for students 6th – 12th grade.

State Education Department officials as well as officials in colleges, workforce agencies are working with the governor’s office and industry to provide schools more guidance on how to define an industry-recognized credential. Going forward, an industry-recognized credential that counts for career readiness should be one that is linked to a rigorous course of study, one that confirms a student has mastered the material. Further, the credential should qualify its holder for a legitimate job opportunity in an in-demand field.

Conclusion

Educators have shown that they can respond to a performance goal. Over the past decade, Alabama has seen a dramatic rise in its high school graduation rate from among the lowest in the nation to among the highest.

In an even shorter time frame, the percentage of students designated college and career-ready has also climbed significantly. Progress toward goals should be applauded. At the same time, we should ensure that the pursuit of goals should produce meaningful results for students and the broader public.

The pandemic will undoubtedly lead to some erosion in immediate measures of educational progress, but it also affords an opportunity to focus measurement and goal setting on valuable ends.

The visualizations below allow you to compare systems individual schools on graduation rates and college and career readiness. Use the available menus to select schools and systems you want to focus on. Remember, the socio-economic composition of the student body tends to affect performance.

Performance by System

Performance by High School