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A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence (2011)

Chapter: Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts

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Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
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Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
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TABLE B-1 Student Achievement and Attainment Indicators Collected by DC and Three Other Districts

Processes and Indicators Atlanta Boston Chicago DC
Student Achievement and Attainment
Grade Level Performance on State Mandated Tests (G3–G11) (math, reading/English language arts, & science) right right right right
Achievement Gap Among Subgroups (by racial/ethnic group, linguistic background, poverty, & disability status) right right right right
Adequate Yearly Progress Status (for district and individual schools) right right right right
Comparative Performance on State Tests and Other Exams (NAEP & TUDA) right right right right
Progress Over Time/Growth right right right right
Participation in Advanced Courses (Advanced Placement or International Baccalaureate participation) right right right
Progress to Graduation Measures (promotion rates or “ontrack” to graduate measures) right right right right
Graduation Rates right right right right
College Readiness Measures (PSAT, SAT, & ACT) right right right right
Postsecondary Outcomes (college enrollment rates or employment rates) right right right
Teaching and Curriculum
Teacher quality indicators right right right right
Alignment among standards, curriculum, and instruction right right
Recruitment and professional development programs and investments right right right right
Student and parent perspectives on curriculum and instruction right right
Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
School and District Climate
Demographic information right right right right
Measures of professional culture right right right
Student perceptions of climate right right right
Parent and community perceptions of climate right right right right
School and class size right right right right
Family and Community Engagement
Communication and outreach efforts right right right
Family and community participation and involvement right right right right
Resources
Revenues disaggregated by source right right right right
Spending patterns right right right right
Per pupil expenditure right right right right
Financial audits right right right right
Central Office Operations
Facilities, transportation, food services, etc. right right right
Central Office service feedback right right right right

NOTE: Check marks denote indicators for which data are gathered and reported. Magnifying glasses denote indicators for which data are gathered but not publicly reported.
SOURCE: Information compiled from Turnbull and Arcaira (2009).

Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×

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Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 165
Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 166
Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 167
Suggested Citation:"Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 168
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The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes.

A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data.

A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.

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