AS BC S AC ADE MIC PE R F OR MANC E F R AME WOR K: IMP AC T OF C HANGING S MALL S C HOOLS DE FINITION AND POOLING ME THODOL OG Y
Over view • Identifying K ey Differences • Definition of S mall vs T raditional • P ooling Methodology • Impact of P roposed C hanges • Where small schools and pooling is used in AS BC S Framework Overall R atings • Impact results on AS BC S Framework Overall R atings
Defining and Identifying K ey Differences Between the Original Approach and the Proposed Approach DE F INITIONS AND DIF F E R E NC E S
Key Differenc es 2012 Method – Used in A- Proposed Method – F Letter Grades & AS BC S Used in 2013 A-F Letter F ramework Grades F ewer than 100 students What is a small school? -F A Y & non-F A Y F ewer than 30 test records -in all grades (not just -in math or reading tested grades) -from current year F A Y -enrolled on the first day students of the AIMS elementary spring testing window P ooled data from students who were F A Y in the P ool data on F A Y students How are data pooled for current year, and pooled from each of the past 3 data from prior years when small schools? years the student was enrolled in the same school
2012 Pooling Met hod N ot N ot N ot FAY FAY F AY 2011 2010 2012 F AY FAY FAY 2010 2011 2012
Proposed Pooling Met hod (2013 A-F Pooling) N ot N ot N ot FAY FAY F AY 2011 2010 2012 FAY FAY FAY 2010 2011 2012
AS BC S S mall S chools Model Where is Data P ooled in AS BC S S mall S chools Academic Framework Methodology? Indicator AS BCS S mall S chools (2012) 1: Growth P ool 3 years 1.a- S GP of All S tudents 1.b- S GP of B ottom 25% 2: P roficiency P ool 3 years 2.a- P roficiency 2.b- Com pos ite S chool Com paris on 2.c- S ubgroup P roficiency 3: S tate Accountability Us es “s m all s chool” A-F L etter Grade 4: P os t-S econdary R eadines s Not P ooled
Measuring Impact on the F ramework HOW WOULD THE S E C HANGE S AF F E C T S C HOOLS ’ R ATINGS ?
Impact Questions Two Impacts 1. R edefining “S mall S chool” 2. S mall S chools stay small, but use different pooling
Im pac t of Redefining “ Sm all School” • How many charter schools would change school type, if we changed the definition of a small school? • Out of 366 s chools * • 265 would s tay T raditional • 27 would s tay S m all • 73 were s m all and would be T raditional • 1 was traditional and would be s m all * T h i s tota l doe s not i n c l ude A ri z ona On li ne In s t r u c t i on sc hoo l s o r A l te r nat i v e sc hoo l s
Change in Definit ion of Sm all Sc hool: Im pac t on Overall Perfor m anc e Rat ing H ow wou ld changing the D ef inition of S mall S chools i mpact schools’ ASBCS Academic Framework O ve rall Ra ti ng ? I nc r eased 17 % 61 % Main tained 21 % D ec rease d
Change in Pooling Met hod for Sm all Sc hools: Im pac t on Overall Perfor m anc e Rat ing • Approxim ately 25% of s chools had at leas t one rating affected (e.g. “1.b, Math”) • E ach m eas ure is weighted and s um m ed, s o an im pact on one m eas ure does not neces s arily affect the Overall R ating
Change in Pooling Met hod for Sm all Sc hools: Im pac t on Overall Perfor m anc e Rat ing How would a change in the P ooling Method for S mall S chools impact schools’ ASBCS Academic Framework O verall Rati ng ? Inc r eased 38 % 54 % Maintained 8 % Decrease d
ASBCS Subc om m it t ee Rec om m endat ions • Definition of S m all S chools � Adopt the 30 tes t records definition • Maxim izes the s tatis tical s tability while reducing confus ion • Would align the data that charter s chools receive from A-F and their academ ic perform ance fram ework • P ooling Method � Adopt the “3 years of F AY s tudents ” m ethod • Allows s chools to know which s tudents will be included from each s chool year • Captures m ore data, thus m ore s chools in the perform ance fram ework • Would align the data that charter s chools receive from A-F and their academ ic perform ance fram ework
T hank you Dr. R ebecca B olnick, Director of R es earch Derek F ay, R es earch As s ociate R es earch & E valuation Divis ion achieve@azed.gov 602-542-5151
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