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GOAL 2: Children and youth are healthy and succeed in school. Why does this matter? If a student is on track in reading when they are in the third grade, they are four times more likely to leave school with a diploma than students not proficient by third grade in reading. Moreover, proficiency in 8th grade math skills forms a foundation for success in high school and beyond. Reading and math scores for zone schools reveal disparities based on income and race /ethnicity. Factors that contribute to increasing academic skills include school attendance, out -of- school time learning, quality teaching, healthy food and physical activity, strong family and peer relationships, and school policies that create equity, like access to advanced programs. ZONE4 The most common issues in Zone 4 related to Goal 2 were Out -of- School Support, Communication, and Transportation. Out-of-School Overall, parents and youth spoke highly of the support, resources, and teaching provided by the schools in Zone 4. Still, respondents in Zone 4 suggested a need Support for more out -of- school support, such as consistent and high quality academic support, mentoring, afterschool and summer programs, and programs to help Community Priority Rating Needs are not met parents interact with their children and strengthen skills being learned duringthe school day. Teachers reinforced the need for this support, acknowledging that: Availability /Accessibility O Rating Needs are not met 'Something that's a struggle for [middle school students] is a lack of basic skills.... It's very common for us to see sixth, seventh, and eighth grade students reading at a first second or third grade reading level. It's evident in every subject. " (Zone 4 Provider) Support for this kind of out -of- school support was also evident in survey responses, with respondents ranking mentoring opportunities, academic support and enrichment, and afterschool programs all as priorities and as missing from Zone 4. Communication School personnel and service providers discussed a need to improve communication with families. Respondents praised existing assets, like Community Priority Rating New Hope's ESL staff person, and requested increased efforts to promote Needs are not met cross - cultural understanding between school personnel and Hispanic /Latino Availability /Accessibility families. Parents expressed that sometimes schools do not send notices in a Rating timely manner to coordinate work schedules or send the information only Needs partially met in English. Transportation Parents and many other respondents said lack of transportation is a significant barrier to student participation in afterschool programs and out Community Priority Rating of school opportunities such as library programs and camps. Respondents Needsarenotmet described wantingtheir children to participate in programs, but being unable to Availability /Accessibility because of lack of transportation to and from the program and programs ending Rating O earlier than they can pick up due to work schedules. Needs are not met 6 .