School Evaluation Services Presentation to NGA November 4, 2001.

School Evaluation ServicesSchool Evaluation Services

Presentation toPresentation to

NGANGANovember 4, 2001November 4, 2001


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What Is School Evaluation Services?What Is School Evaluation Services?

Management and communication tool for administrators, Management and communication tool for administrators,

policymakers, parents and other stakeholderspolicymakers, parents and other stakeholders

Dynamic public website displays district reports, key data Dynamic public website displays district reports, key data

trends, and comparisons for each district and/or schooltrends, and comparisons for each district and/or school

Annual independent S&P written analysis of strengths and Annual independent S&P written analysis of strengths and

challengeschallenges

Annual Annual Statewide InsightsStatewide Insights report focused on state trends, report focused on state trends,

data quality, and progressdata quality, and progress


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“Because SES doesn't rely on rankings or ratings and instead provides a rich new data resource, we have an unprecedented opportunity to assist the 34 districts in our region.”

- Superintendent Marlene Davis Wayne RESA

Capital Journal, May 25, 2001


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How Is Information Organized?How Is Information Organized?Hundreds of Data ItemsHundreds of Data Items

Student Results

Spending

Return on Resources

Learning Environment

Financial Environment

Demographic Environment

What are the academic results?

Where is the money spent?

What is the comparative return?

What is the scholastic context?

What is the financial context?

What is the socioeconomic context?


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“This is helping to clarify the unique challenges faced by urban school districts.”

- CEO Kenneth BurnleyDetroit Public SchoolsDetroit Free Press, May 25, 2001

“It's the most comprehensive evaluation of schools that I've seen.”

- Superintendent Craig MisnerKalamazoo RESA

Kalamazoo Gazette, May 24, 2001


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Unique Analytical FrameworkUnique Analytical Frameworkwww.ses.standardandpoors.comwww.ses.standardandpoors.com

Not only data, but written analysisNot only data, but written analysis

““Return on Resources”—simultaneous examination of Return on Resources”—simultaneous examination of

spending, results, and contextspending, results, and context

Each district compared to four benchmarks: state, regional, Each district compared to four benchmarks: state, regional,

and socioeconomic peer averages; and district over timeand socioeconomic peer averages; and district over time

Multi-year trends measure progressMulti-year trends measure progress

Website allows users to customize comparison groupsWebsite allows users to customize comparison groups


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“The real power of this report will be to allow school districts to compare themselves to other similar school districts and look for exceptions. That would be very helpful to discover if there are deficiencies.”

- Superintendent David DresslarJenison School District

The Grand Rapids Press, May 25, 2001


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Statewide InsightsStatewide InsightsMichigan Findings

MEAP data analysis reveals success and MEAP data analysis reveals success and challenges in educational achievement but also challenges in educational achievement but also raises questions about state’s accountability raises questions about state’s accountability program.program.

- Overall pass rates are lowOverall pass rates are low- Not a “value added” systemNot a “value added” system- Snapshot versus continuumSnapshot versus continuum- Timing is problematicTiming is problematic


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Significant Achievement Gaps exist across the Significant Achievement Gaps exist across the state, in school districts and in school buildingsstate, in school districts and in school buildings

- Many of these gaps are more pervasive than Many of these gaps are more pervasive than places that research says should places that research says should “be expected“be expected””- Gaps in achievement may be significantly Gaps in achievement may be significantly understatedunderstated


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Many schools and districts are “beating the odds”Many schools and districts are “beating the odds”


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Major indicators of student achievement are Major indicators of student achievement are misalignedmisaligned

- Graduation and dropout rates are problematic Graduation and dropout rates are problematic due to measurement methodologydue to measurement methodology- 57% MEAP HS pass rate versus 81% graduation 57% MEAP HS pass rate versus 81% graduation raterate- e.g. 29,000 HS graduates did not pass the e.g. 29,000 HS graduates did not pass the reading testreading test- MEAP vs. NAEP 4MEAP vs. NAEP 4thth grade grade


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When looking at MEAP and other student results When looking at MEAP and other student results indicators, how money is spent and the context in indicators, how money is spent and the context in which it is spent is at least as important as the which it is spent is at least as important as the “amount” of money spent.“amount” of money spent.

Through examination of numerous “return Through examination of numerous “return indicators” (PCIs), it appears that increased indicators” (PCIs), it appears that increased spending alone is not likely to accomplish the goal spending alone is not likely to accomplish the goal of having all students meet state standards. The of having all students meet state standards. The return on resources must be improved.return on resources must be improved.


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No silver bulletsNo silver bullets

Need to align policy making with data analysisNeed to align policy making with data analysis

Without improved “return”, goals of improvement of student Without improved “return”, goals of improvement of student

achievement overall and of closing achievement gaps are achievement overall and of closing achievement gaps are

probably unaffordableprobably unaffordable

Districts and schools that are “beating the odds” are potential Districts and schools that are “beating the odds” are potential

sources of best practicesources of best practice

State’s accountability system needs to improveState’s accountability system needs to improve

What Do the Data Tell Us?


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What Influence Can the Data Have?What Influence Can the Data Have? Increased parent involvementIncreased parent involvement

Increased communication between schools and communityIncreased communication between schools and community

Enhanced ability to identify needs in districtsEnhanced ability to identify needs in districts

Greater accuracy of data collection and reportingGreater accuracy of data collection and reporting

More complete examination of prior assumptions about More complete examination of prior assumptions about

accreditation and resource allocation at the state levelaccreditation and resource allocation at the state level


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Why States Need a Third Party?Why States Need a Third Party?

Perceived political biases interfere with or “limit” analysisPerceived political biases interfere with or “limit” analysis

Economies of scale— no state alone would be willing to Economies of scale— no state alone would be willing to

expend amount necessary to have a comprehensive systemexpend amount necessary to have a comprehensive system

Technological Advantages—sophisticated technology tools Technological Advantages—sophisticated technology tools

and content are constantly and rapidly being improved and content are constantly and rapidly being improved

without requests for unplanned appropriations without requests for unplanned appropriations

Standard Analytical Framework—will allow comparisons Standard Analytical Framework—will allow comparisons

between states and across state lines for individual districtsbetween states and across state lines for individual districts

- Michigan and Pennsylvania are the first states to lead the - Michigan and Pennsylvania are the first states to lead the

nation by participating in a new standardnation by participating in a new standard


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Why Standard & Poor’s?Why Standard & Poor’s?

SES based on more than 5 years of research & SES based on more than 5 years of research &

developmentdevelopment

Reputation for objectivity and analytical rigorReputation for objectivity and analytical rigor

Vast experience in public sector analysisVast experience in public sector analysis

Global provider of analytical benchmarksGlobal provider of analytical benchmarks

Experienced staff and advisors, including Experienced staff and advisors, including

educators and administratorseducators and administrators


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“Standard & Poor's School Evaluation Services is an excellent example of providing parents and taxpayers with a more complete picture of their school's performance…The S&P system has overwhelming support…”

- Bob Chase, President National Education Association

Letter to the Editor, Wall Street Journal, July 31, 2001


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SES National Board of AdvisorsSES National Board of Advisors Former Governor Jim Hunt,Former Governor Jim Hunt, Chair of SES Advisory Board Chair of SES Advisory Board

Christopher Cross,Christopher Cross, President and CEO of the Council for President and CEO of the Council for

Basic EducationBasic Education

Dr. Susan Fuhrman,Dr. Susan Fuhrman, Dean of the Graduate School of Dean of the Graduate School of

Education at the University of PennsylvaniaEducation at the University of Pennsylvania

Dr. Jim Kelly,Dr. Jim Kelly, Former President and CEO of the National Former President and CEO of the National

Board for Professional Teaching StandardsBoard for Professional Teaching Standards

Dr. Ted Sanders,Dr. Ted Sanders, President of the Education Commission President of the Education Commission

of the States of the States


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“When you involve people in the process, you lessen resistance and maximize benefit. All of us should learn from their efforts.”

-Tom Watkins

Michigan Superintendent of Public InstructionMichigan Department of Education News Release, May 23, 2001


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Understanding and Applying the DataUnderstanding and Applying the Data

In many districts and states, there are not sufficient In many districts and states, there are not sufficient

resources and staff to conduct thorough analysis and resources and staff to conduct thorough analysis and

benchmarking, SES fills that void benchmarking, SES fills that void

Helps districts and policymakers avoid being “data rich Helps districts and policymakers avoid being “data rich

but information poor”but information poor”

Helps end policymakers’ reliance on anecdotal Helps end policymakers’ reliance on anecdotal

generalizationsgeneralizations


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What Influence Does the Data Have?What Influence Does the Data Have?

Increased parent involvementIncreased parent involvement

Increased communication between schools and Increased communication between schools and

communitycommunity

Increased ability to identify needs in districtsIncreased ability to identify needs in districts

More accurate data collection and reportingMore accurate data collection and reporting

More complete examination of prior assumptions about More complete examination of prior assumptions about

accreditation and resource allocation at the state levelaccreditation and resource allocation at the state level


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“For parents it’s a godsend…relevant data about how schools are performing…For the first time a nonpartisan company with considerable analytical skills and no connection to the education establishment has undertaken an objective analysis of school systems.”

-Pete duPont Former Governor of Delaware

Wall Street Journal Opinion Journal, October 17, 2001


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“SES is beginning to change the balance of power in America’s public-school systems, among our most insular bureaucratic structures. SES information will change the way parents perceive their schools, and that will change the way schools work, and then one day, that will change the way the world works.”

-Pete duPont Former Governor of Delaware

Wall Street Journal Opinion Journal, October 17, 2001


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How Does SES Assist with ESEA?How Does SES Assist with ESEA?

Increased accountability through transparencyIncreased accountability through transparency

Increased disclosure of disaggregated dataIncreased disclosure of disaggregated data

Measures of annual progress and longer term trend Measures of annual progress and longer term trend

analysesanalyses

Measures to understand and therefore help maximize Measures to understand and therefore help maximize

return on federal and state dollarsreturn on federal and state dollars

Ability to rapidly adapt and include multiple measures of Ability to rapidly adapt and include multiple measures of

performanceperformance


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How Will Comparability Be Achieved?How Will Comparability Be Achieved?

Use NAEP as a benchmark for state test Use NAEP as a benchmark for state test

comparisonscomparisons

Other student results measures such as SAT, Other student results measures such as SAT,

ACT and AP scores ACT and AP scores andand participation rates participation rates

Basic financial data are comparable across Basic financial data are comparable across

most states and therefore, so too are braod most states and therefore, so too are braod

measures of “return”measures of “return”


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"I've already heard from several superintendents who shared with me their plans to review the reports, to confer with their colleagues from districts with similar characteristics and challenges, and to identify best practices that may be replicated in their own districts. I'm happy the service is turning out to be so helpful to local educators."

-Mike Flanagan, Executive Director Michigan Association of School Administrators

Capital Journal, May 25, 2001


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Where To Find SESWhere To Find SES

SES website URL:SES website URL:

www.ses.standardandpoors.comwww.ses.standardandpoors.com

SES e-mail address:SES e-mail address:

[email protected]@standardandpoors.com


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“It’s good to have them [Standard & Poor’s] doing it. I’m very excited about it. I regret that I won’t be in a position to do something about these conclusions over the next 15 months, over the next couple of years, but I think Pennsylvania ought to take them to heart.”

-Tom RidgeFormer Governor of PennsylvaniaThe Harrisburg Patriot News, October 5, 2001


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Elementary Economically Disadvantaged vs. State Test % Passing

0

10

20

30

40

50

60

70

80

90

100

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Students Eligible for Free or Reduced Lunch ($)

Michigan Elementary Schools

MEAP

Passing

(%)

Economically Disadvantaged Students (%)


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Operating Expenditures vs. State Test Passing

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

5,000 5,500 6,000 6,500 7,000 7,500 8,000 8,500 9,000 9,500 10,000 10,500 11,000 11,500

Operating Expenditures Per Student ($)

MEAP

Passing

(%)

Operating Spending Per Student ($)

Michigan K-12 Districts


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Michigan School Districts - 1999

0

10

20

30

40

50

60

70

80

90

100

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Enrollment of Disadvantaged Students (%)

ME

AP

Co

mp

osi

te P

ass

Rat

e (%

)

37 Districts139 Districts

60 Districts 64 Districts

30.5% (avg.)

54.7%(avg.)

Sites with MEAP Participation > 84.2%

MEAP Composite Pass Rates and Proportion of Disadvantaged Students

BEATING THE ODDS 3 YEARS RUNNING


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Mike Addonizzio,Mike Addonizzio, Associate Professor, College of Education, Wayne State Associate Professor, College of Education, Wayne State

UniversityUniversity

Chuck AndersonChuck Anderson, Executive Director of the Michigan Education Association, Executive Director of the Michigan Education Association

Madhu AndersonMadhu Anderson, Director of the Center Education Performance and , Director of the Center Education Performance and

InformationInformation

Mike FlanaganMike Flanagan, Executive Director of the Michigan Association of School , Executive Director of the Michigan Association of School

AdministratorsAdministrators

Justin KingJustin King, Executive Director of the Michigan Association of School Boards, Executive Director of the Michigan Association of School Boards

SES Michigan Advisory GroupSES Michigan Advisory Group


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Doug RobertsDoug Roberts, State Treasurer, Michigan Department of Treasury, State Treasurer, Michigan Department of Treasury

Dan QuisenberryDan Quisenberry, President of the Michigan Association of Public School , President of the Michigan Association of Public School

AcademiesAcademies

Jim SandyJim Sandy, Director for the Michigan Business Leaders for Education , Director for the Michigan Business Leaders for Education

ExcellenceExcellence

Ray TelmanRay Telman, Executive Director of the Middle Cities Education Association, Executive Director of the Middle Cities Education Association

Tom WatkinsTom Watkins, Superintendent of Public Instruction for the Michigan , Superintendent of Public Instruction for the Michigan

Department of EducationDepartment of Education

Tom WhiteTom White, Executive Director of the Michigan School Business Officials, Executive Director of the Michigan School Business Officials

SES Michigan Advisory Group (cont.)SES Michigan Advisory Group (cont.)


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SES Complements Existing State SES Complements Existing State Accountability ProgramsAccountability Programs

Michigan and Pennsylvania have extensive school Michigan and Pennsylvania have extensive school

information systems and have supplemented them with SESinformation systems and have supplemented them with SES

SES assembles data from fragmented sources into a single SES assembles data from fragmented sources into a single

databasedatabase

SES enhances state report cards by providing additional SES enhances state report cards by providing additional

data, trends, benchmarks and comparisons. data, trends, benchmarks and comparisons.

School Evaluation Services Presentation to NGA November 4, 2001.

Documents

Transcript of School Evaluation Services Presentation to NGA November 4, 2001.