Skip directly to searchSkip directly to the site navigationSkip directly to the page's main content
Skip directly to searchSkip directly to the site navigationSkip directly to this page's context menuSkip directly to the page's main content
State of Alaska

Complete Health Indicator Report of Education - High School Diploma or Equivalency - 18-24 Year Olds (HA2020 Leading Health Indicator: 25)

Definition

Percentage of 18-24 year olds with a high school diploma or equivalency.

Numerator

Number of 18-24 year olds with a high school diploma or equivalency.

Denominator

Midyear resident population of 18-24 year olds within the same calendar year.

Why Is This Important?

Income, education, and financial resources are considered key social determinants of health. The lack of such resources limits individuals' ability to obtain health insurance, pay for medical care, afford healthy food, safe housing, and access to other basic goods. Children in poverty face greater morbidity and mortality due to greater risk of accidental injury, lack of health care access, and poor educational achievement. Early (or prenatal) poverty may result in development damage. Level of educational attainment influences employment opportunities and income, which in turn impact other social determinants of health, including access to health care. Education can have multigenerational implications that make it an important measure for the health of future generations.

Healthy People Objective: Increase the proportion of the population that completes high school education

U.S. Target: 97.9%

Other Objectives

Healthy Alaskans 2020 Indicator 25: Increase the percentage of 18-24 year olds with a high school diploma or equivalency to 86% by 2020.

Evidence-based Practices

As part of the Healthy Alaskans 2020 health improvement process, groups of Alaska subject matter experts met over a period of months in a rigorous review process to identify and prioritize strategies to address the 25 health priorities. Public health partners around the state are aligning work around these approaches adapted to Alaska's unique needs. '''Strategy 1:''' [[br]]Expand and strengthen quality early childhood programs. '''Evidence Base:''' [[br]]Research has shown that early childhood education programs have positive impacts on children's cognitive, emotional and behavioral outcomes. Additionally, there is some evidence of improvements in children's health and safety and positive effects on the parents of young children. Children enrolled in high-quality early childhood programs are more likely to graduate from high school, hold a job, and make more money and are less likely to commit a crime than their peers who do not participate. Early care and learning programs can buffer the effects of poverty and other stressors on our most vulnerable children. Quality early childhood programs that support the development of executive function and self-regulation skills, as well as support the reduction of toxic stress, offer lifelong benefits to both children and broader society. James J. Heckman, a Nobel Memorial Prize winner in Economics and an expert in the economics of human development, has proven that the quality of early childhood development heavily influences health, economic and social outcomes for individuals and society at large. There are great economic gains to be had by investing in early childhood development. In fact, every dollar invested in quality early childhood development for disadvantaged children produces a 7% to 10% return, per child, per year. '''Sources:''' [[br]]Isaacs, JB. Impacts of Early Childhood Programs. Washington, DC: Brookings Institution and First Focus. 2008. [[br]]National Scientific Council on the Developing Child: [http://developingchild.harvard.edu/index.php/activities/council/] [[br]]About James J. Heckman: [http://heckmanequation.org/about-professor-heckman] '''Strategy 2*:''' [[br]]Implement evidence-based practices that create safe and supportive learning environments in school. '''Evidence Base:''' [[br]]Safe and supportive learning environments in schools include both the physical and aesthetic surroundings and the psychosocial climate and culture of the school. Psychosocial climate includes the physical, emotional, and social conditions that affect the well-being of students and staff. Supportive learning environments can also incorporate family and community involvement to more effectively respond to the needs of students. Students who develop a positive affiliation or social bonding with school are more likely to remain academically engaged and less likely to be involved with misconduct at school. (Simons-Morton B, Crump A, Haynie D, Saylor K. Student-school bonding and adolescent problem behavior. Health Education Research. 1999; 14(1), 99-107.) Students whose parents are involved in their education have greater academic achievement, better attendance, and lower risk behaviors. Community involvement can positively impact academic achievement and improve school related behaviors (source: Alaska School Health and Safety Framework). '''Strategy 3*:''' [[br]]Support basic education and GED preparation for young Alaskan adults (under 25 years old) who have not graduated from high school. '''Strategy 4*:''' [[br]]Support a comprehensive and integrated career and technical education system that aligns training programs and coordinates delivery to prepare the population for Alaska careers. This strategy is based on the Alaska Career and Technical Education Plan. *Evidence Base and Sources for Strategy 2, Strategy 3, and Strategy 4 can be found at: [http://hss.state.ak.us/ha2020/assets/EBS/HA2020_EBS25_HighSchoolGraduation.pdf]

Health Program Information

A listing of strategies, actions, and key partners on this measure can be found at: [http://hss.state.ak.us/ha2020/assets/Actions-Partners_25_Graduation.pdf].


Related Indicators

Related Relevant Population Characteristics Indicators:


Related Health Care System Factors Indicators:


Related Health Status Outcomes Indicators:




Graphical Data Views

Percentage of 18-24 year olds with a high school diploma or equivalency, all Alaskans, Alaska Natives, and U.S., 2005-2020

::chart - missing::

Alaska ComparisonsYearPercentage of 18-24 with HS diploma or equivalency
Record Count: 38
All Alaskans200576.9%
All Alaskans200680.0%
All Alaskans200783.8%
All Alaskans200880.4%
All Alaskans200981.5%
All Alaskans201081.2%
All Alaskans201181.5%
All Alaskans201285.2%
All Alaskans201379.8%
All Alaskans201486.5%
Alaska Natives2005**
Alaska Natives2006**
Alaska Natives2007**
Alaska Natives2008**
Alaska Natives2009**
Alaska Natives201070.2%
Alaska Natives201169.9%
Alaska Natives201274.7%
Alaska Natives201373.4%
Alaska Natives2014**
U.S.200580.4%
U.S.200682.0%
U.S.200782.9%
U.S.200883.0%
U.S.200983.6%
U.S.201083.2%
U.S.201184.1%
U.S.201285.2%
U.S.201385.3%
U.S.201486.1%
Healthy Alaskans Goal201386.0%
Healthy Alaskans Goal201486.0%
Healthy Alaskans Goal201586.0%
Healthy Alaskans Goal201686.0%
Healthy Alaskans Goal201786.0%
Healthy Alaskans Goal201886.0%
Healthy Alaskans Goal201986.0%
Healthy Alaskans Goal202086.0%

Data Notes

** indicates preceding years summarized for Alaska Natives or Data Not Available. Includes those 18-24 years old with a high school diploma (includes equivalency) or higher education (some college, associate's degree, bachelor's degree, graduate or professional degree). Alaska Native data are available for 5-year estimates and is shown for the last year of the 5-year period.   All Alaskans and U.S. from American Community Survey, 1-year estimates for table S1501 Educational Attainment, Population 18 to 24 years, 1- Less than high school graduate. Alaska Natives from DataFerrett for 3-year American Community Survey.

Data Sources

  • American Community Survey
  • U.S. Current Population Survey

More Resources and Links

Alaska and national goals may be found at the following sites:

Maps of health indicators for various subdivisions of Alaska may be found at the following site:

Evidence-based community health improvement ideas and interventions may be found at the following sites:

Additional indicator data by state and county may be found on these Websites:

Medical literature can be queried at the PubMed website.

For an on-line medical dictionary, click on this Dictionary link.
Page Content Updated On 01/26/2016, Published on 01/26/2016
The information provided above is from the Alaska Department of Health and Social Services' Center for Health Data and Statistics, Alaska Indicator-Based Information System for Public Health (Ak-IBIS) web site (http://ibis.dhss.alaska.gov). The information published on this website may be reproduced without permission. Please use the following citation: " Retrieved Thu, 11 February 2016 from Alaska Department of Health and Social Services, Center for Health Data and Statistics, Alaska Indicator-Based Information System for Public Health web site: http://ibis.dhss.alaska.gov ".

Content updated: Tue, 26 Jan 2016 08:43:37 AKST
The information provided above is from the Department of Health's Center for Health Data IBIS-PH web site (http://ibis.health.state.gov). The information published on this website may be reproduced without permission. Please use the following citation: " Retrieved Thu, 11 February 2016 12:03:14 from Department of Health, Center for Health Data, Indicator-Based Information System for Public Health Web site: http://ibis.health.state.gov ".

Content updated: Tue, 26 Jan 2016 08:43:37 AKST