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

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State of Alaska

Complete Indicator Profile 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 ECBP-6:

Increase the proportion of the population that completes high school education
U.S. Target: 97.9 percent
State Target: Healthy Alaskans 2020 Target: 86% for 18-24 year olds

Evidence-based Practices

As part of the Healthy Alaskans 2020 health improvement process, groups of Alaskan 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:
Expand and strengthen quality early childhood programs.

Evidence Base:
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 percent to 10 percent return, per child, per year.

Sources:
Isaacs, JB. Impacts of Early Childhood Programs. Washington, DC: Brookings Institution and First Focus. 2008.
National Scientific Council on the Developing Child: http://developingchild.harvard.edu/index.php/activities/council/
About James J. Heckman:http://heckmanequation.org/about-professor-heckman

Strategy 2*:
Implement evidence-based practices that create safe and supportive learning environments in school.

Evidence Base:
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*:
Support basic education and GED preparation for young Alaskan adults (under 25 years old) who have not graduated from high school.

Strategy 4*:
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



Related Indicators

Related Relevant Population Characteristics Indicator Profiles:


Related Health Care System Factors Indicator Profiles:


Related Health Status Outcomes Indicator Profiles:




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 Comparisons Year Percentage of 18-24 with HS diploma or equivalency
Record Count: 35
All Alaskans 2005 76.9%
All Alaskans 2006 80.0%
All Alaskans 2007 83.8%
All Alaskans 2008 80.4%
All Alaskans 2009 81.5%
All Alaskans 2010 81.2%
All Alaskans 2011 81.5%
All Alaskans 2012 85.2%
All Alaskans 2013 79.8%
Alaska Natives 2005 **
Alaska Natives 2006 **
Alaska Natives 2007 **
Alaska Natives 2008 **
Alaska Natives 2009 **
Alaska Natives 2010 70.2%
Alaska Natives 2011 69.9%
Alaska Natives 2012 74.7%
Alaska Natives 2013 73.4%
U.S. 2005 80.4%
U.S. 2006 82.0%
U.S. 2007 82.9%
U.S. 2008 83.0%
U.S. 2009 83.6%
U.S. 2010 83.2%
U.S. 2011 84.1%
U.S. 2012 85.2%
U.S. 2013 85.3%
Healthy Alaskans Goal 2013 86.0%
Healthy Alaskans Goal 2014 86.0%
Healthy Alaskans Goal 2015 86.0%
Healthy Alaskans Goal 2016 86.0%
Healthy Alaskans Goal 2017 86.0%
Healthy Alaskans Goal 2018 86.0%
Healthy Alaskans Goal 2019 86.0%
Healthy Alaskans Goal 2020 86.0%

Data Notes

Healthy Alaskans 2020 Target: 86% for 18-24 year olds


** 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 06/30/2015, Published on 06/30/2015
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, 02 July 2015 1:46:10 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, 30 Jun 2015 08:15:55 AKDT