Education

In most job sectors providing an income sufficient to meet the basic needs of a family, an education beyond high school is a minimum requirement. As a result of the relationship between educational attainment and employment, one's success in adulthood is connected to academic achievement. In order to ensure that children experiencing intergenerational poverty have the opportunity to break the cycle of poverty, they must progress in their academic careers. This forward progress will ensure high school graduation and later success in post-secondary education or training.

G
Most
Recent
Period
Current
Actual
Value
Current
Target
Value
Current
Trend
Baseline
% Change
Why Is This Important?

Students experiencing intergenerational poverty demonstrate an academic achievement gap between themselves and their more affluent peers. As a result, schools serving these students require access to valuable resources that may lead to a decrease in the academic achievement gap. As a result, it is important that schools serving high rates of children experiencing intergenerational poverty have access to resources that provide opportunities and support for the success of their students.

G
Most
Recent
Period
Current
Actual
Value
Current
Target
Value
Current
Trend
Baseline
% Change
Why Is This Important?

In most job sectors providing an income sufficient to meet the basic needs of a family, an education beyond high school is a minimum requirement. As a result of the relationship between educational attainment and employment, one's success in adulthood is connected to academic achievement. In order to ensure that children experiencing intergenerational poverty have the opportunity to break the cycle of poverty, they progress in their academic careers. This forward progress will ensure high school graduation and later success in post-secondary education or training.

Explanation for the Indicator

The educational data is reported based on the school year in which the data is reported. Additionally, in 2014 Utah began using a new criterion reference test. In that year, it began using the SAGE test. As a result, proficiency scores are only comparable for the years beginning in School Year 2014. Additionally, there is no academic data reported for the School Year, 2015. This gap is due to the state's transition from the Utah Data Alliance to the Utah Data Research Center. 

I
2018
19%
44%
1
58%
Scorecard Result Program Indicator Performance Measure Action Actual Value Target Value Tag S R I P PM A m/d/yy m/d/yyyy