JAG National Performance Outcomes

Jobs for America’s Graduates National Network: Five-Year Performance Outcomes for the Classes of 2009-2013

(Rounded to whole numbers)

Outcomes Goal 2009 2010 2011 2012 2013
Graduation Rate 90% 94% 93% 94% 92% 91%
Employment Rate 60% 54% 54% 54% 55% 59%
Positive Outcomes Rate 80% 81% 79% 78% 77% 79%
Full-time Jobs Rate 60% 66% 67% 68% 70% 71%
Full-time Placement Rate 80% 88% 88% 89% 89% 90%
Further Education Rate NA 48% 47% 45% 43% 43%

1. Dramatically increasing graduation rates to 90% or above across 1,000 classrooms in 32 states
2. Doubling the rates low-income, disadvantaged, and young people of color are able to secure jobs and tripling the rates that they secure full-time jobs.
3. Increasing the rates of both higher education enrollment and completion for this same population.

• The Graduation Rate was 91% – exceeding our National Performance Goal of 90%.
• The Positive Outcomes Rate was nearly 80% – Working, in college, or a combination
• The Job Placement Rate was 59% – Double the employment rate for this at-risk population and we tripled the rate they were able to secure full time employment
• The Full Time Jobs Rate was 71% of those working – (Three times the national average.)
• The Full-Time Placement Rate was 90% of those in positive outcomes – working, college, or a combination.
• The Higher Education Rate was 43%

Study: 15 percent of US youth out of school, work

Study: Nearly 6M youth out of school or work, likely locked into limited prospects as adults

WASHINGTON (AP) — Almost 6 million young people are neither in school nor working, according to a study released Monday.

That’s almost 15 percent of those aged 16 to 24 who have neither desk nor job, according to The Opportunity Nation coalition, which wrote the report.

Other studies have shown that idle young adults are missing out on a window to build skills they will need later in life or use the knowledge they acquired in college. Without those experiences, they are less likely to command higher salaries and more likely to be an economic drain on their communities.

“This is not a group that we can write off. They just need a chance,” said Mark Edwards, executive director of the coalition of businesses, advocacy groups, policy experts and nonprofit organizations dedicated to increasing economic mobility. “The tendency is to see them as lost souls and see them as unsavable. They are not.”

But changing the dynamic is not going to be easy.

The coalition also finds that 49 states have seen an increase in the number of families living in poverty and 45 states have seen household median incomes fall in the last year. The dour report underscores the challenges young adults face now and foretell challenges they are likely to face as they get older.

A young person’s community is often closely tied to his or her success. The Opportunity Nation report tracked 16 factors — Internet access, college graduation rates, income inequality and public safety among them — and identified states that were doing well for its young people.

Topping the list of supportive states are Vermont, Minnesota and North Dakota. At the bottom? Nevada, Mississippi and New Mexico.

“Their destiny is too often determined by their ZIP code,” said Charlie Mangiardi, who works with Year Up, a nonprofit that trains young adults for careers and helps them find jobs.

“We have the supply. We don’t have a lack of young people who need this opportunity,” Mangiardi added.

Just look at some of the nation’s largest cities. Chicago, Houston, Dallas, Miami, Philadelphia, New York, Los Angeles, Atlanta and Riverside, Calif., all have more than 100,000 idle youth, the Opportunity Nation report found.

“Often times they lack the social capital in life,” Mangiardi said. “There’s a whole pool of talent that is motivated, loyal and hardworking.” They just can’t get through an employer’s door, he added.

That’s why Year Up spends a year working with high school graduates to teach them career skills such as computer programming or equipment repair they can use when the program ends. It also includes life coaching so they can learn skills such as time management. More than 4,500 young adults from urban areas have completed the program and 84 percent of them have found work.

But it’s a far tougher time for other young people.

In Mississippi and West Virginia, 1 in 5 young people are idle — higher than their older neighbors. Mississippi has an overall unemployment rate of 8 percent, while West Virginia posts about 7 percent. Like most states, they saw their unemployment rate fall since 2011, but researchers caution that shift could come from fewer residents looking for work and from more who had simply given up their search for jobs.

And it’s not as though the challenges emerge from nowhere. Quality early childhood programs help students from poor families overcome societal hurdles, and on-time high school graduation rates often follow quality schools — other factors Opportunity Nation examined in its report.

“A lot of times we don’t want to look at data because we don’t want to be depressed,” said Rob Denson, president of Des Moines Area Community College in Iowa.

But it’s an uncomfortable reality that needs to be addressed, he said.

Using previous years’ reports from Opportunity Nation, Denson helped rally community organizations in his city to develop a pilot program to help students as young as 14 find summer work.

“When we got the index, it really allowed us to use it as a rallying point for all of the community-based organizations we work with to say, ‘Look, this is what the world sees when they look at Iowa,'” he said.

Starting next summer, Des Moines students will be placed in paying jobs, part of a citywide collaboration to help its urban communities. It will help older adults, as well, because crime rates are expected to fall, he said.

“If they’re not in school or at work,” Denson said, “they’re not usually doing something positive.”

 

2012/2013 Participant Profile Data

Total Student Profiles: 1,036

Ethnicity:

  • White 56%
  • Hispanic 24%
  • Black 5%

Career plan includes high school graduation: 85%

Plan on postsecondary study 42%

Live with both parents: 47%

Parents w/out high school diploma: 31%

Economically disadvantaged: 71%

Lack marketable skills: 71%

Did not pass High School Proficiency Exam: 52%

Family environment not conducive to education or career goals: 29%

Record of excessive absence: 59%

In bottom 25% of class standing: 47%

One or more years behind modal grade for age group: 33%

Has repeated a grade in high school: 11%

Has been suspended, expelled or put on probation during high school: 25%

Source: Participant Profile Summary e-NDMS report

In Their Own Words: Students Share Why JWG Should Get State Funding

Our JWG Specialist from Lynden High School, Lisa Reynolds, asked her students to share why JWG should be funded. HERE IS WHAT THEY HAD TO SAY:

 “I don’t even know how to say how much the JWG program has helped me . . . from increasing my confidence to helping me get my first job . . . I don’t think I would have graduated without JAG.”  Kaitlyn, LHS graduate, class of 2013

 JWG gives students the opportunity to learn by doing things like field trips and shows students that working together and team building is important.”  Erin, LHS graduate, class of 2013

 “I would say continue funding the JWG program.  Experiencing and seeing firsthand what the JWG program has to offer, it does a lot of good  . . . There were some kids in who in the beginning of the year who weren’t very motivated—didn’t really want a job and not doing any homework (Me!)  By the end of the year, my attitude changed quite a bit.  I currently now have a job and am passing all my classes.  I do give a lot of credit to the JWG program for helping me stay on track to graduate.”  Josh, LHS graduate, class of 2013

 I believe this class alone is more useful than any of the other classes we are required to take.  JWG has given me a confidence I can use for the real word  . . . this is the only class I’ve heard of that gives students real world advice in a { supportive}  learning environment . . . “  Micheal, LHS senior, will graduate next year

 “I would tell them that it is a beneficial class that helps students that really don’t like school or feel like they’re not as smart as other students . . .”  Jose, LHS graduate, class of 2013

 If there wasn’t JWG, I don’t think I would even be in school . . .”  Roman, LHS senior who will graduate next year.

 “I would just have a lot of positive things to say.  Tell them to never stop funding for this program because it has helped a lot of students graduate on time and receive their earned diplomas.  It’s the best program there ever was . . .”  Ceci, LHS senior, will graduate next year

 “JWG has helped me so much in life I don’t know what I would do without it.  Funding for the JWG program is a huge thing to me because I would like to continue being in this class while still in high school.  JWG is a very important thing to many people because of the mistakes they have made and how it has turned their lives around.”  Chelsea, LHS junior, class of 2014

 “This program has helped many and should help many more . . . if you keep on funding this program you will not be disappointed, but if you do not, then  you will be disappointing a lot of students at Lynden High School.”  Domingo, LHS junior, class of 2014

 To keep doing what they are doing because it really helps kids.  It helps them make better decisions.”  Francisco, LHS junior, class of 2014

 “I’d say to keep funding JWG because it really helps keep you on track for people who need help.  Also, it helps you to prepare for life after high school . . .”  Jose, LHS junior, class of 2014

 “If you get rid of JWG, you get rid of hundreds, maybe thousands, of students’ graduations and futures . .  they won’t know how to go into an interview and get a job . . . that’s why you should keep funding JWG.”  Josh, LHS junior, class of 2014

 “I would tell them this class has really helped me with all my classes.  If I wasn’t here with you (in JWG) I would be failing . . . “  Tricia, LHS junior, class of 2014

Key National JAG Statistics

Jobs for Washington’s Graduates is a local affiliate of Jobs for America’s Graduates – a national program implemented in 32 states having an impressive impact in reducing drop-out rates and improving employment for our nation’s youth.

 

JAG Education Results

 

  • 900,000 high-risk youth served since inception.  For more than 30 consecutive years, 90%+ graduation rates through recessions and recoveries, from the most urban to the most rural communities. 

 

  • Better-than 96% rate of transition into next grade for middle school/multi-year high school youth.

 

JAG Employment Impacts

 

During the time of highest unemployment rate in American history for young adults ages 16-24, JAG:

 

  • Improves overall employment for 16-24 year-olds by one-third.

 

  • For the most at-risk and disadvantaged population, JAG doubles the success rate of employment:  from 26% to 55%.

 

  •  Triples the rate of the target population working full time:  from 21% to 70%.

 

Return on Investment

 

  • Studies indicate that JAG students more than repay the costs of the program within 14 months in taxes paid alone – not including the forgone costs of various social programs that might have been incurred without the intervention of JAG.

 

 Key Youth Employment Statistics

 

  • In the words of Governor Jack Markell, the issue of youth unemployment is “a clear and present danger to the American economy and our society.” 

 

  • When JAG was launched in 1980-81, about 70% of 16-24 year-olds were working – and we thought that was a problem.

 

  • In 2012, only 45% of the age group were in the workforce.

 

  • In 2012, only 26% of economically disadvantaged, minority, and other at-risk young adults were in the workforce.

 

  • In 2012, for African American young adults with a high school diploma who wished to work full time and not go to college, the rate of employment was a catastrophic 7%

 

  • The overall decline of youth in the labor market has been continuous for the past 20 years.

 

  • Highlighting the lack of employment opportunities is the fact that barely 50% of the college graduating class of 2012 were working full time in the first quarter of 2013.  Of that 50%, less than 40% were working in jobs that required a college degree.

 

  • Since 2009, the nation has produced approximately 5½ million jobs.  At the same time, there was NET LOSS of 12,000 jobs available for 16-24 year-olds.

 

  • The killer statistic: 

 

     For the first 200+ years of American history, the older one was in America, the more likely he/she was to be unemployed. 

 

     In the past 20 years, the younger one is in America, the more likely he/she is to be unemployed.

AT&T Teams Up with Jobs for America’s Graduates

Contact

Janelle Duray, Job’s for America’s Graduates

(703) 706-9645 / Janelle.Duray@JAG.org

 

Jobs for America’s Graduates and AT&T Team Up to Help Students Succeed

Support will help JAG reach more youth at risk of dropping out

 Alexandria, Va., April 23, 2013 – Jobs for America’s Graduates (JAG) and AT&T are working together to raise the nation’s high school graduation  rate by expanding  mentoring, tutoring and other academic support for students at risk of dropping out.

AT&T has contributed $1 million to JAG to allow the national non-profit to add new schools and/or expand existing programs with proven records of success in keeping kids in school.

JAG programs help underserved students overcome barriers to graduation through mentoring, tutoring, academic support and links to social services among other interventions.  With a high school diploma or General Educational Diploma, students are guided into post-secondary education, entry-level careers or the military.

“We commend AT&T for its leadership in investing in programs that work for America’s most high-risk young people. It sets a standard we hope other companies will emulate,” said JAG’s Chairman, Governor Jack Markell of Delaware.  “This one-million dollar commitment will allow us to add 30-40 new JAG programs, helping 1,600 new young people build a strategy for their success.”

“We are encouraged by the recent news that for the first time we are on a path to reach a 90 percent national graduation rate by 2020[1], but we also know there is more work to be done,” said Charlene Lake, Senior Vice President of Public Affairs and Chief Sustainability Officer at AT&Tand JAG board member.  “Bringing to scale programs like JAG that are making a measurable impact on the students that need it most is one of the key ways we can stay on track to meet our graduation goal.”

In 2011, JAG’s network of affiliates reported a 94 percent high school graduation rate, compared to the national graduation rate of 78.2 percent[2].  Currently, the JAG model is offered in nearly 1,000 public high schools, community colleges, and alternative learning centers in 32 states.

Through a Request for Proposal process supported by AT&T, JAG will provide incentive grants contingent upon matching fundsto:

  • New network affiliates that can demonstrate the capacity to sustain long-term operations
  • Existing affiliates that can demonstrate the capacity to support additional students

All affiliates on-board through this program must demonstrate the ability to comply with JAG’s national standards of achievement for graduation rates, attainment of meaningful employment and/or enrollment in postsecondary education.

“It is rare in our experience for a company to be as thorough and tough minded in its approach of supporting strategies that are proven to work – and then get behind them with both money and critical organizational commitment as well,” said JAG’s CEO and President, Ken Smith.  “AT&T has indeed set a gold standard.”

In more than three decades of operation, JAG has helped nearly one million young people stay in school through graduation, pursue postsecondary education and secure quality entry-level jobs leading to career advancement opportunities.

Since 2008, AT&T and the AT&T Foundation have provided approximately $4 million in funding to JAG and its local affiliates.  This support is part of AT&T Aspire, AT&T’s $350 million commitment to education. With more than 1 million students impacted since its launch in 2008, Aspire is one of the nation’s largest corporate commitments focused on helping more students graduate from high school ready for college and careers.

 ###

 

About Jobs for America’s Graduates

Jobs for America’s Graduates (JAG), is a non-profit youth development program committed to helping America’s most at-risk kids excel in high schools, prepare for success in college, and embark on a rewarding career. Since its inception in 1980, JAG has served nearly 1 million at-risk kids, and is currently serving over 44,000 students in 32 states.  JAG students have a graduation rate of over 90 percent, and approximately 80 percent of those graduates go on to postsecondary education, military service and/or full-time employment.

About Philanthropy at AT&T

AT&T Inc. is committed to advancing education, strengthening communities and improving lives. Through its philanthropic initiatives, AT&T has a long history of supporting projects that create learning opportunities; promote academic and economic achievement; and address community needs. In 2012, more than $131 million was contributed through corporate-, employee- and AT&T Foundation-giving programs.

 


[1] Alliance for Excellent Education, America’s Promise Alliance, Civic Enterprises, and the Everyone Graduates Center at Johns Hopkins University. Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic, Annual Update February 2013.

[2] Ibid.

New Study Shines Light on our Country’s High School Dropout Problem

Jobs for Washington’s Graduates supporter, Corinthian Colleges / Everest
College, released its findings from a recent survey of young adults that did not finish high school.

Survey: Lack of Support, Parenthood Top Reasons American

High School Students Drop Out

Everest College’s National Study Finds Time, Money Are Greatest Obstacles for Obtaining GED(R) Test Credential; 46% of Employed Dropouts Say They Have Little to No Prospects for Advancement in Current Job

LOS ANGELES, Nov. 14, 2012 (GLOBE NEWSWIRE) — Lack of parental and educational support and becoming a parent are two of the most common reasons younger Americans drop out of high school, according to data released today in the 2012 High School Dropouts in America survey conducted by Harris/Decima on behalf of Everest College.

The national survey of 513 adults aged 19 to 35 found that nearly a quarter of Americans (23%) cited the absence of parental support or encouragement as a reason for not completing high school, followed by 21% who said they became a parent. Missing too many days of school ranked third at 17%, followed by failing classes (15%), uninteresting classes (15%) and suffering from a mental illness (15%), like depression.

The survey also found that women are three times more likely than men, 27% versus 9%, to leave high school because they became a parent. When it came to the issue of bullying, white respondents, more than any other racial group, cited bullying (14%) as a reason for dropping out.

Nationwide, about 7,000 students drop out every school day, amounting to approximately 1.3 million students each year, according to advocacy group Alliance for Excellent Education. In 1970, the United States had the world’s highest rate of high school graduation. Today, the U.S. has slipped to No. 21 in high school completion, according to the Organization for Economic Co-operation and Development.

“The data from this survey is an important step in deepening our understanding of America’s high school dropout problem,” said survey spokesman John Swartz, regional director of career services at Everest College. “Americans without a high school diploma or GED test credential face tremendous challenges. This is why we need to continue putting our dropout crisis under the microscope and develop substantive solutions going forward.”

Time, Money Complicate Pursuit of GED Test Credential

More than three-quarters (76%) of respondents had not considered a GED credential or had looked into it but had yet to pursue entering the program. Time and money were the top two reasons for not seeking a GED credential. According to the survey, 34% cited time as a prohibitive factor, while 26% said associated costs was a reason for not looking into or obtaining their GED credential. Women were more likely than men to say it costs too much (30% vs. 18%).

“In this country, if a student drops out of high school, one of the most important things we can do is make the option of getting a GED credential easy and affordable,” Swartz said. “The unemployment rate for high school dropouts is significantly higher than those with a high school diploma. At the same time, a dropout’s access to postsecondary education and training, a requirement for many jobs in today’s competitive economy, is severely restricted. To help address this crisis, we recently launched Everest GED® Advantage (info: 1-888-201-6547), a GED test preparation and credential completion program that is free and open to the public.”

Employment Prospects for Dropouts

A third of the high school dropouts surveyed said they were employed either full time, part time or were self-employed. Men were more likely than women to say they are unemployed (38% vs. 26%). Among those who are employed, nearly half (46%) said they have little to no prospects for advancement in their current position.

“It’s certainly not surprising that almost half of young Americans without a high school diploma feel like their career prospects are on shaky ground,” Swartz said. “When you look at the numbers, the economic impact on someone who doesn’t finish high school is staggering. The Bureau of Labor Statistics reported (http://www.bls.gov/news.release/wkyeng.nr0.htm) that the median weekly earnings of someone without a high school diploma is about 30 percent less than someone with a high school diploma.  So it makes sense that many people without a diploma or GED credential are having an extremely difficult time making ends meet in today’s competitive job market.

“Completing high school or a GED program is fundamental to our economy and is the first step toward receiving post-secondary education and training for the in-demand jobs of the future, including those in the growing fields of health care and technology.”

Top Careers For Stability

Industries and occupations related to health care, personal care and social assistance, and construction are projected to have the fastest job growth between 2010 and 2020, according to a February 2012 report from the Bureau of Labor Statistics. The industries with the largest projected wage and salary employment growth (http://www.bls.gov/news.release/pdf/ecopro.pdf) between 2010 and 2020 include:

  • Offices of health practitioners
  • Hospitals
  • Home health-care services
  • Nursing and residential care facilities
  • Computer system design and related services

By the Numbers: 2012 High School Dropouts in America Fast Facts

  • Those living in the West were more likely to say they lacked the credits needed to graduate (29%), while those in the East and South were more likely to say they were bullied and did not want to return (16%)
  • One third (34%) of those unemployed were more likely to say that a GED program costs too much money
  • Six in 10 (59%) who work full-time said they do not have the time to pursue a GED

About the Survey

Everest College’s 2012 High School Dropouts in America survey was conducted online using the Harris Interactive online panel (HPOL) between Oct.3-Oct.18, 2012 among 513 U.S. adults ages 19 to 35 who did not complete high school. Results were weighted for age, sex, and geographic region to align them with their actual proportions in the population.

About Everest College

Everest College is part of Corinthian Colleges, Inc., one of the largest post-secondary education companies in North America. Its mission is to prepare students for careers in demand or for advancement in their chosen field. It offers diploma programs and associate and bachelor’s degrees in a variety of occupational areas, including health care, criminal justice, business, information technology and construction trades. Programs vary by campus. For more information, please visit http://www.new.everest.edu/. For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at www.everest.edu/disclosures.

About Harris/Decima (a division of Harris Interactive)

Harris Interactive is one of the world’s leading custom market research firms, leveraging research, technology, and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over 215 countries and territories through our North American, European, and Asian offices and a network of independent market research firms, Harris specializes in delivering research solutions that help us – and our clients – stay ahead of what’s next. For more information, please visit http://www.harrisinteractive.com/.

EDITOR’S NOTE:John Swartz, regional director of career services at Everest College, is available for interviews to discuss the survey. To schedule an interview or for more information on the 2012 High School Dropouts in America survey, please contact Ron Neal or Evan Pondel at PondelWilkinson Inc.: Tel: 310-279-5980; Email: rneal@pondel.com and/or  epondel@pondel.com

GED® is a registered trademark of the American Council on Education.