Prepared for Denver Public Schools, Colorado Education Association, A+ Denver, and
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Transcript of Prepared for Denver Public Schools, Colorado Education Association, A+ Denver, and
Prepared for Denver Public Schools, Colorado Education Association, A+ Denver, and Denver Classroom Teachers Association
Progress of Innovation Schools in DPS:Year Three of an Evaluation Study
January 2014
The Evaluation CenterSchool of Education & Human Development
Susan Connors, PhDErika Moldow, PhDAmelia Challender, MABonnie Walters, Executive Director
EvaluatorsEvaluation Team
The Evaluation Center
Stakeholders
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Evaluation Questions How has Innovation status affected school climate?
How has Innovation status affected the composition and stability of the workforce?
How has Innovation status affected student academic growth and achievement?
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Brief Theory of ChangeInnovation status allows school leaders to use people, time, and
money in new ways
Schools are characterized by a climate of empowerment, collaboration, and
professional learning
Schools have the workforce capacity necessary to implement effective
instructional programs
Students demonstrate academic proficiency and
growth
The Evaluation Center
• Bruce Randolph • Montclair• Manual• Cole • Denver Green • Valdez • Whittier • Martin Luther King Jr. Early College
Cohort One:
• Noel • Denver Center for International Studies at Ford and Montbello• Collegiate Prep Academy• High Tech Early College• Denver Center for 21st Century Learning at Wyman • Godsman• Green Valley • McGlone• Summit Academy• Swigert-McAuliffe International School• Vista Academy
Cohort Two:
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Teacher Empowerment Survey Results
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Empowerment Survey Subscales
Innovation/Professional
Learning
Collaborative Environment
Expectations Decision Making
Capacity
Pride and Fulfillment Self-Accountability
Empowerment
Ownership
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Survey Results
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Expectations
Self-accountability
Collaborative environment
Pride & fulfillment in work
1
2
3
4 ComparisonInnovation
Climate of innovation & professional learn-ing
Sense of owner-ship
Development of capacity
Sense of em-powerment
Decision making
Subscales with greater sense of empowerment
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Did Innovation Status Affect Your Decision to Teach At This School?
- Influence
14%
No Influence
40%
+ Influence
45%
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Workforce Data Analyses Results
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Teacher Experience
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3.77 years
Innovation Comparison
9.05 years
Principal Experience
0-2 years54%3-
5 years
28%
More than 5 years
17%
Innovation0-2 years
38%
3-5 years 35%
More than 5 years
27%
Comparison
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Teacher Education Levels Masters Degree or Higher
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Innovation Comparison0%
20%
40%
60%
80%
100%
48%58%
Teacher Education Levels Masters Degree or Higher
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Innovation Cohort One
Comparison Group One
Innovation Cohort Two
Comparison Group Two
0%
20%
40%
60%
80%
100%
47% 51% 48%
62%
Teacher Turnover
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Innovation Comparison Districtwide0%
20%
40%
60%
80%
100%
29%
18% 18%
Student AchievementAnalyses Results
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0 50 1000
5 6 .7
Median Growth Percentile
Perc
ent P
rofic
ient
State average 57%
TCAP 2013 Math – State comparisonHigh achievementLow growth
High achievementHigh growth
Low achievementLow growth
Low achievementHigh growth
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TCAP 2013 Reading – State comparison
0 50 1000
6 9 .5
Median Growth Percentile
Perc
ent P
rofic
ient
Higher achievementLower growth
Higher achievement Higher growth
State average 70%
Lower achievementLower growth
Lower achievementHigher growth
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TCAP 2013 Writing – State comparison
0 50 1000
5 5
Median Growth Percentile
Perc
ent P
rofic
ient
Higher achievementLower growth
Higher achievementHigher growth
Lower achievementLower growth
Lower achievementHigher growth
State average 55%
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Proficiency – Comparison schools & DPS
Reading Writing Math0%
20%
40%
60%
80%
100%
43%
31% 33%
50%
37%43%
54%
42% 46%
InnovationComparisonDistrictwide
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Summed Growth – Comparison schools & DPS
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0
50
100
150
200
250
Innovation
Comparison
Districtwide
Sum
med
Med
ian
Gro
wth
Conclusion and Discussion
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Summary
Teachers at Innovation Schools reported a greater sense of empowerment than those at Comparison Schools.
Innovation Schools had more teacher turnover than Comparison Schools. Both Innovation School teachers and principals had less experience and lower levels of educational attainment than at Comparison Schools.
Student achievement at Innovation Schools was typically below the state average proficiency but above statewide median growth.
Empowerment, workforce capacity, and achievement showed a wide variation from school to school in both Innovation and Comparison Schools.
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Revisiting the Theory of ChangeInnovation status allows
school leaders to use people, time, and money in new ways
Schools are characterized by a climate of empowerment, collaboration, and
professional learning
Schools have the workforce capacity necessary to implement effective
instructional programs
Students demonstrate academic proficiency and
growth
The Evaluation Center
Download the full report from the-evaluation-center.org