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State of Alaska

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

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.^1^ 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.^2^ 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.^3^ [[br]] [[br]] ---- {{class .SmallerFont 1.National Center for Health Statistics. Chapter 39: Social Determinants of Health. Healthy People 2020 Midcourse Review. Hyattsville, MD. 2016. [https://www.cdc.gov/nchs/data/hpdata2020/HP2020MCR-C39-SDOH.pdf]. Accessed February 12, 2019. 2. Aber, J. et al. The Effects of Poverty on Child Health and Development. Annual Review of Public Health. 1997; Vol. 18: 463-483. [https://www.annualreviews.org/doi/full/10.1146/annurev.publhealth.18.1.463]. Accessed February 12, 2019. 3. Committee on Improving the Health, Safety, and Well-Being of Young Adults; Board on Children, Youth, and Families; Institute of Medicine; National Research Council; Bonnie RJ, Stroud C, Breiner H, editors. Investing in the Health and Well-Being of Young Adults. Washington (DC): National Academies Press (US); 2015 Jan 27. 4, Education and Employment.[https://www.ncbi.nlm.nih.gov/books/NBK284788/]. Accessed February 12, 2019. }}

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 B15001 Educational Attainment, Population 18 to 24 years, 1- Less than high school graduate. Alaska Natives from DataFerrett for 5-year American Community Survey.

Data Sources

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

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.

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.

How Are We Doing?

In 2016, 86.0% of all Alaskans aged 18 through 24 had a high school diploma or equivalency, meeting the Healthy Alaskans goal of 86%. Among Alaska Native young adults, 78.4% had a high school diploma or equivalency. This percentage has been climbing steadily, though still falls below the Healthy Alaskans goal.

How Do We Compare With the U.S.?

In 2016, 86.9% of U.S. residents aged 18 through 24 had a high school diploma or equivalency. The Healthy People 2020 objective of 97.9% has not yet been met.

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].
Page Content Updated On 02/12/2019, Published on 02/12/2019
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 Wed, 20 March 2019 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: Wed, 27 Feb 2019 08:48:15 AKST
The information provided above is from the Alaska Department of Health and Social Services' Center for Health Data and Statistics 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 Wed, 20 March 2019 13:45:47 from Alaska Department of Health and Social Services, Center for Health Data and Statistics, Indicator-Based Information System for Public Health Web site: http://ibis.dhss.alaska.gov/ ".

Content updated: Wed, 27 Feb 2019 08:48:15 AKST