The Strive Partnership is focused on the success of our children: every child, every step, from cradle to career. The Strive Partnership unites common providers around shared issues, goals, measurements and results, and then actively supports and strengthens strategies that work.
Journey To Success
Striving Together Report Card
Student Progress on the JOURNEY to Success
The Strive Partnership brings together leaders at all levels from the education, business, nonprofit, community, civic and philanthropic sectors to support Nevery child, every step of the way, cradle to career. The Striving Together report serves as a catalyst for discussion in our community about the current state of education. By reviewing trends over time, we can highlight where we are having the greatest impact and where we may need to focus more energy along the cradle-to-career journey. Based on a general review of this data, we can then dig deeper to better understand how we can build on successes and address challenges..
Goal 1 PREPARED for school
Goal 2 SUPPORTED in and out of school
Goal 3 SUCCEEDS academically
Goal 4 ENROLLS in college
Goal 5 GRADUATES and ENTERS A CAREER
Latest releases
Kindergarten Readiness, Newport
The Newport Early Childhood Network works with Success By 6® to measure school readiness using the Developmental Indicators for Early Learning (DIAL-3) screen. The DIAL-3 assesses motor skills, concepts, and language. The network has determined that a score of higher than 50 NCE’s (normal curve equivalency) indicates readiness for kindergarten. What It [...] more
Kindergarten Readiness, Covington
The Covington Early Childhood Network works with Success By 6® to assess incoming kindergarten students using the Developmental Indicators for Early Learning (DIAL-3) screen. This is the second year that Covington has administered the DIAL-3. Previously, the district was using only the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess kindergarten readiness. The [...] more
Kindergarten Readiness, Cincinnati
Cincinnati Public Schools work with Success By 6® to assess the readiness of every student that enters kindergarten. The district uses the Kindergarten Readiness Assessment for Literacy (KRA-L) that measures elements of vocabulary and literacy development that are critical for later reading success. The KRA-L helps teachers identify early reading skills. KRA-L scores can range from [...] more
High School Graduation Rate, Urban Archdiocesan and Diocsean Schools of Cincinnati, Covington, and Newport
The Archdiocese of Cincinnati and the Diocese of Covington calculate a graduation rate for the urban schools in the same manner. The calculation is simply the number of high school graduates divided by the number of freshmen four years earlier. This calculation is similar to the public school district calculations in that it is a [...] more
High School Graduation Rate, Newport Independent Schools
The State of Kentucky defines the graduation rate as the percentage of students entering a high school in the ninth grade that graduate in four years. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Kentucky has moved to a standard four [...] more
High School Graduation Rate, Covington Independent Schools
The State of Kentucky defines the graduation rate as the percentage of students entering a high school in the ninth grade that graduate in four years. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Kentucky will soon be moving to [...] more
High School Graduation Rate, Cincinnati Public Schools
The State of Ohio defines the graduation rate as the percentage of students that received a diploma in four years (including summer graduates), accounting for dropouts and withdrawals. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Ohio will soon be [...] more
Reading and Math Achievement, Urban Diocesan Schools of Covington and Newport
The Archdiocesan Schools of Cincinnati use the TerraNova Multiple Assessment to assess progress in reading and math. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is essential for functioning in everyday life as well as [...] more
Reading and Math Achievement, Urban Archdiocesan Schools of Cincinnati
The Archdiocesan Schools of Cincinnati use the TerraNova Multiple Assessment to assess progress in reading and math. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is essential for functioning in everyday life as well as [...] more
Reading and Math Achievement, Newport Independent Schools
Newport Independent Schools uses the Kentucky Core Content Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is [...] more
Reading and Math Achievement, Covington Independent Schools
Covington Independent Schools uses the Kentucky Core Content Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics [...] more
Reading and Math Achievement, Cincinnati Public Schools
Cincinnati Public Schools uses the Ohio Achievement Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in [...] more
Measuring Student Support
The original Goal 2 indicator in the report card was the “percent of children identified with more than 20 Developmental Assets” (as measured by the Search Institute’s Attitudes and Behaviors Survey). The Search Institute’s Developmental Assets framework provides a means to assess the health and well-being of middle and high school age youth. While it [...] more
Average Score on the ACT, Urban Archdiocese of Cincinnati
The ACT assessment is a standard achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work. The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It [...] more
College Completion, Northern Kentucky University
Four year universities will report the six-year college graduation rates as a measure of college completion. The percent of first-time, full-time students who graduate from college within six years for Bachelor’s degree programs is a standard success measure in higher education. Students who transfer and graduate elsewhere are not counted in this measure. What It [...] more
College Completion, University of Cincinnati
Four year universities will report the six-year college graduation rates as a measure of college completion. The percent of first-time, full-time students who graduate from college within six years for Bachelor’s degree programs is a standard success measure in higher education. Students who transfer and graduate elsewhere are not counted in this measure. What It [...] more
College Completion, Gateway
Two year colleges will report total degrees conferred as a measure of college completion. Total degrees conferred represents the total number of Bachelor’s degrees, Associate’s degrees, certificates, and diplomas awarded in a given academic year. What It Tells Us: In 2010, the number of Associate degrees and Diplomas awarded at Gateway decreased from the previous year, and [...] more
College Completion, Cincinnati State
Two year colleges will report toal degrees as a measure of college completion. Total degrees conferred represents the total number of Bachelor’s degrees, Associate’s degrees, certificates, and diplomas awarded in a given academic year. What It Tells Us: The number of Associate degrees and the number of Certificates awarded to Cincinnati State Technical and Community [...] more
College Retention, Northern Kentucky University
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. What [...] more
College Retention, University of Cincinnati
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. What [...] more
College Retention, Gateway
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. [...] more
College Retention, Cincinnati State
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. [...] more
Average Score on the ACT, Newport Independent Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells [...] more
Average Score on the ACT, Covington Independent Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells [...] more
College Enrollment, Cincinnati Public Schools
Cincinnati Public Schools (CPS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college after [...] more
College Enrollment, Newport Independent Schools
Newport Independent Schools (NIS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college after [...] more
College Enrollment, Covington Independent Schools
Covington Independent Schools (CIS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college [...] more
Average Score on the ACT, Cincinnati Public Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells Us: [...] more
Average Score on the ACT, Urban Archdiocese of Cincinnati
The ACT assessment is a standard achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work. The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It [...] more
College Completion, University of Cincinnati
Four year universities will report the six-year college graduation rates as a measure of college completion. The percent of first-time, full-time students who graduate from college within six years for Bachelor’s degree programs is a standard success measure in higher education. Students who transfer and graduate elsewhere are not counted in this measure. What It [...] more
College Completion, Cincinnati State
Two year colleges will report toal degrees as a measure of college completion. Total degrees conferred represents the total number of Bachelor’s degrees, Associate’s degrees, certificates, and diplomas awarded in a given academic year. What It Tells Us: The number of Associate degrees and the number of Certificates awarded to Cincinnati State Technical and Community [...] more
College Retention, University of Cincinnati
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. What [...] more
College Retention, Cincinnati State
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. [...] more
High School Graduation Rate, Urban Archdiocesan and Diocsean Schools of Cincinnati, Covington, and Newport
The Archdiocese of Cincinnati and the Diocese of Covington calculate a graduation rate for the urban schools in the same manner. The calculation is simply the number of high school graduates divided by the number of freshmen four years earlier. This calculation is similar to the public school district calculations in that it is a [...] more
High School Graduation Rate, Cincinnati Public Schools
The State of Ohio defines the graduation rate as the percentage of students that received a diploma in four years (including summer graduates), accounting for dropouts and withdrawals. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Ohio will soon be [...] more
Reading and Math Achievement, Urban Archdiocesan Schools of Cincinnati
The Archdiocesan Schools of Cincinnati use the TerraNova Multiple Assessment to assess progress in reading and math. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is essential for functioning in everyday life as well as [...] more
Reading and Math Achievement, Cincinnati Public Schools
Cincinnati Public Schools uses the Ohio Achievement Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in [...] more
Measuring Student Support
The original Goal 2 indicator in the report card was the “percent of children identified with more than 20 Developmental Assets” (as measured by the Search Institute’s Attitudes and Behaviors Survey). The Search Institute’s Developmental Assets framework provides a means to assess the health and well-being of middle and high school age youth. While it [...] more
College Enrollment, Cincinnati Public Schools
Cincinnati Public Schools (CPS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college after [...] more
Average Score on the ACT, Cincinnati Public Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells Us: [...] more
Kindergarten Readiness, Cincinnati
Cincinnati Public Schools work with Success By 6® to assess the readiness of every student that enters kindergarten. The district uses the Kindergarten Readiness Assessment for Literacy (KRA-L) that measures elements of vocabulary and literacy development that are critical for later reading success. The KRA-L helps teachers identify early reading skills. KRA-L scores can range from [...] more
College Completion, Northern Kentucky University
Four year universities will report the six-year college graduation rates as a measure of college completion. The percent of first-time, full-time students who graduate from college within six years for Bachelor’s degree programs is a standard success measure in higher education. Students who transfer and graduate elsewhere are not counted in this measure. What It [...] more
College Completion, Gateway
Two year colleges will report total degrees conferred as a measure of college completion. Total degrees conferred represents the total number of Bachelor’s degrees, Associate’s degrees, certificates, and diplomas awarded in a given academic year. What It Tells Us: In 2010, the number of Associate degrees and Diplomas awarded at Gateway decreased from the previous year, and [...] more
College Retention, Northern Kentucky University
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. What [...] more
College Retention, Gateway
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. [...] more
High School Graduation Rate, Urban Archdiocesan and Diocsean Schools of Cincinnati, Covington, and Newport
The Archdiocese of Cincinnati and the Diocese of Covington calculate a graduation rate for the urban schools in the same manner. The calculation is simply the number of high school graduates divided by the number of freshmen four years earlier. This calculation is similar to the public school district calculations in that it is a [...] more
High School Graduation Rate, Covington Independent Schools
The State of Kentucky defines the graduation rate as the percentage of students entering a high school in the ninth grade that graduate in four years. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Kentucky will soon be moving to [...] more
Reading and Math Achievement, Urban Diocesan Schools of Covington and Newport
The Archdiocesan Schools of Cincinnati use the TerraNova Multiple Assessment to assess progress in reading and math. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is essential for functioning in everyday life as well as [...] more
Reading and Math Achievement, Covington Independent Schools
Covington Independent Schools uses the Kentucky Core Content Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics [...] more
Measuring Student Support
The original Goal 2 indicator in the report card was the “percent of children identified with more than 20 Developmental Assets” (as measured by the Search Institute’s Attitudes and Behaviors Survey). The Search Institute’s Developmental Assets framework provides a means to assess the health and well-being of middle and high school age youth. While it [...] more
Average Score on the ACT, Covington Independent Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells [...] more
Kindergarten Readiness, Covington
The Covington Early Childhood Network works with Success By 6® to assess incoming kindergarten students using the Developmental Indicators for Early Learning (DIAL-3) screen. This is the second year that Covington has administered the DIAL-3. Previously, the district was using only the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess kindergarten readiness. The [...] more
College Enrollment, Covington Independent Schools
Covington Independent Schools (CIS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college [...] more
College Completion, Northern Kentucky University
Four year universities will report the six-year college graduation rates as a measure of college completion. The percent of first-time, full-time students who graduate from college within six years for Bachelor’s degree programs is a standard success measure in higher education. Students who transfer and graduate elsewhere are not counted in this measure. What It [...] more
College Completion, Gateway
Two year colleges will report total degrees conferred as a measure of college completion. Total degrees conferred represents the total number of Bachelor’s degrees, Associate’s degrees, certificates, and diplomas awarded in a given academic year. What It Tells Us: In 2010, the number of Associate degrees and Diplomas awarded at Gateway decreased from the previous year, and [...] more
College Retention, Northern Kentucky University
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. What [...] more
College Retention, Gateway
The percent of students who are retained in college is calculated as the number of first-time, full-time students who return to college in the fall term of their second year. Research confirms that successful transition from the first year of college to the second year often dictates the long-term educational success of a student. [...] more
High School Graduation Rate, Urban Archdiocesan and Diocsean Schools of Cincinnati, Covington, and Newport
The Archdiocese of Cincinnati and the Diocese of Covington calculate a graduation rate for the urban schools in the same manner. The calculation is simply the number of high school graduates divided by the number of freshmen four years earlier. This calculation is similar to the public school district calculations in that it is a [...] more
High School Graduation Rate, Newport Independent Schools
The State of Kentucky defines the graduation rate as the percentage of students entering a high school in the ninth grade that graduate in four years. Many students, especially in urban areas, move between schools within or outside of their school district, making accurate calculation difficult and expensive. Kentucky has moved to a standard four [...] more
Reading and Math Achievement, Urban Diocesan Schools of Covington and Newport
The Archdiocesan Schools of Cincinnati use the TerraNova Multiple Assessment to assess progress in reading and math. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is essential for functioning in everyday life as well as [...] more
Reading and Math Achievement, Newport Independent Schools
Newport Independent Schools uses the Kentucky Core Content Test to assess progress in reading and math. The targets reported below represent the state level AYP (adequate yearly progress) targets. Grade four has been designated as a critical milestone for student progress in reading, representing a shift from learning how to read to reading to learn. Competence in mathematics is [...] more
Measuring Student Support
The original Goal 2 indicator in the report card was the “percent of children identified with more than 20 Developmental Assets” (as measured by the Search Institute’s Attitudes and Behaviors Survey). The Search Institute’s Developmental Assets framework provides a means to assess the health and well-being of middle and high school age youth. While it [...] more
Average Score on the ACT, Newport Independent Schools
The ACT assessment is a standardized achievement exam that measures high school students’ general educational development and predicts their capability to complete college-level work.The multiple choice assessments cover four skill areas: English, mathematics, reading and science. ACT scores range from 0-36. In 2010, the national average ACT composite score was 21.0. What It Tells [...] more
Kindergarten Readiness, Newport
The Newport Early Childhood Network works with Success By 6® to measure school readiness using the Developmental Indicators for Early Learning (DIAL-3) screen. The DIAL-3 assesses motor skills, concepts, and language. The network has determined that a score of higher than 50 NCE’s (normal curve equivalency) indicates readiness for kindergarten. What It [...] more
College Enrollment, Newport Independent Schools
Newport Independent Schools (NIS) use the National Student Clearinghouse to get an accurate account of how many graduates enroll in college. The National Student Clearinghouse is a third-party data warehouse that collects enrollment data from over 90 percent of colleges in the U.S. The National Student Clearinghouse presents data on how many students enroll in college after [...] more