A Plan for Evaluating the District of Columbia's Public Schools From Impressions to Evidence (2011) / Chapter Skim
Currently Skimming:
Summary
Summary
Pages 1-10
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
The committee was asked not to conduct the evaluation, but to provide initial guidance on the focus and structure of the required evaluation. The work included identifying available data and assessing its quality and utility; developing a preliminary set of indicators; engaging with various stakeholder groups, including civic leaders, parents, researchers, and national and local reform experts; and exploring the desirability, feasibility, and scope of the optional next phases of the evaluation.
|
From page 2... ...
cities have undertaken significant reforms to change their schools and researchers have examined what they have done, there is no established model for evaluating a district involved in reform -- or, for that matter, any district. Second, school districts are judged primarily on the academic achievement of their students, but achievement depends on how effectively a school district accomplishes its many responsibilities and pursues many valued educational outcomes.
|
From page 3... ...
PERAA was a response in part to these historical circumstances, but it was also spurred by impressions of the effectiveness of reforms in other urban districts facing at least somewhat similar economic, social, and historical challenges. Districts in Boston, Chicago, Cincinnati, Minneapolis, and New York City (among others)
|
From page 4... ...
FIRST IMPRESSIONS OF THE DC SCHOOL SYSTEM UNDER PERAA Student Achievement Public attention frequently is focused on fluctuations in student achievement scores, in DC as in the rest of the nation. First impressions offer a mixed picture: in general, scores on the District of Columbia Comprehensive Assessment System (DC CAS)
|
From page 5... ...
The District is already collecting data on many of these functions, and a first step in the evaluation will be to systematically assess these measures, determine which will be useful for the evaluation program, and identify priorities for new data collection -- a task that was beyond the resources of this committee. FROM IMPRESSIONS TO EVIDENCE: AN EVALUATION PLAN RECOMMENDATION 1 We recommend that the District of Columbia establish an evaluation program that includes long-term monitoring and public reporting of key indicators as well as a port folio of in-depth studies of high-priority issues.
|
From page 6... ...
Thus, the evaluation framework provides a guide to the kinds of information that are needed to fully inform policy makers and the public. The indicators -- which should be developed in conjunction with OSSE and DCPS and members of the community -- should provide long-term disaggregated trend data to track how well district roles and structures are working, the quality and implementation of key strategies undertaken to improve education, the conditions for student learning, and valued outcomes.
|
From page 7... ...
and students? Better Conditions etter Conditions New Strategies e w S t r a t e g ie s Better Outcomes etter Outcomes New Structures and R l St t nd Roles Mayoral Control Reduced absenteeism evaluation, retention, Increased student learning • • Personnel recruitment, • Effective teachers, principals support Reduced achievement gaps New roles: teaching and learning • • Rigorous, differentiated Improved graduation rates Chancellor • curriculum, assessments Increased participation in adequate facilities • • Rigorous standards, • Clean and safe schools; postsecondary education • • State Superintendent and facilities supplies and services • State Board of Ed.
|
From page 8... ...
" Personnel Classroom Teaching and Learning Operations, Management, and Facilities " Areas of Vulnerable Children and Youth Family and Community Engagement District Responsibility Contextual Factors (e.g., Federal and district laws and policies, demographic, political or economic trends) FIGURE S-2 Evaluation priorities in key areas of distinct responsibility.
|
From page 9... ...
Building and maintaining a high-quality indicator system, designing studies that address pressing issues, and presenting and disseminating findings so that all stakeholders can act on them will require deliberate and skillful management. An independent evaluation program that is an ongoing source of objective information and analysis will be an invaluable resource for the city under changing political circumstances.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.