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School Performance Disparity in Granite School District. A BYU Public Policy Analysis. Problem Statement. Why do elementary schools with similar levels of students participating in the free and reduced lunch (FRL) program have varying levels of student achievement?
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School Performance Disparity in Granite School District A BYU Public Policy Analysis
Problem Statement Why do elementary schools with similar levels of students participating in the free and reduced lunch (FRL) program have varying levels of student achievement? • Task: determining why these variations exist and whether they are a concern
Education Research • School Characteristics • ELL • Parental Involvement • Class size • Interventions • Technology • Principals • Extra curricular activities • “Liking” school • Types of engagement
Quantitative Data • Key Variables: • Percent proficient • Percent of school on free or reduced lunch • Other explanatory variables: • Student-teacher ratio • Mobility rate • Percent ELL • Year-round • PTA ratio • Percent White
Final Model • Our final model uses the following factors to determine where a school should be performing: • FRL and FRL2 • ELL and ELL2 • Percent White • PTA-Student Ratio • Year-Round model • Year-Round × FRL
Interviews • Hope to explain the rest of the variation in school proficiency • Pairs chosen based on similar FRL rates, disparate proficiencies • Survey construction • Input from Granite School District • 14 questions, 7 Likertscale questions • Conducted by different pairs of interviewers
Interview Data • Small dataset prevented many avenues of analysis • Combined interviewer observations • Overall reactions • Items mentioned most frequently or deemed most important
Principal Responses • Most important responsibilities/responsibilities that take the most time • 6 of 10 principals reported relationship building as one of their most important responsibilities • 4 principals (3 high/1 low) reported safety as one of their most important responsibilities • 6 of 10 principals reported paperwork or reports taking the most time • 6 principals (2 high/4 low) reported spending a large proportion of their time resolving problems • Best tools to increase academic performance • Good teachers were consistently reported as one of the best tools available • To improve, principals reported needing more, and better, training for teachers (PLCs, etc.)
Principal Responses • Biggest obstacle to increasing academic performance • 6 of 10 principals reported funding or lack of personnel • 3 of 5 principals at low performing schools reported teachers or “ourselves” • 5 of 10 principals reported language issues or ELL • Support from community • 4 of 5 principals from high performing schools reported having a very good PTA • 2 of 5 principals from low performing schools reported a strong PTA • Vision statements • 4 of 10 principals reported having a vision statement (3 high/1 low)
Qualitative Differences • Spring Lane – Bacchus • Effective implementation of programs • Spring Lane has a dual immersion program • Westbrook – Bridger • More active/effective PTA at Westbrook as well as unified school spirit • Sandburg – Beehive • Leadership and personality of principal • Discussion of test scores with individual students
More Qualitative Differences • Hunter – Jackling • Both have BUG incentive program • Both have charismatic principals; Hunter’s reviews test scores with students • Monroe – Gourley • Dual immersion Spanish program at Monroe • Focus on implementing technology
Qualitative Characteristics • High performing schools • Dual immersion programs • Passionate/charismatic principals • Unified school culture and fully implemented discipline program • Low performing schools • Year round schedules • Principals reported spending too much time on discipline and conflict resolution • Lacking in combination of community support, PTA involvement, and grant money
Findings • All schools except Monroe performing within expected range • Specific differences between high/low performing schools (n=10) • No higher performing schools year-round track • Higher performing had dual immersion programs • Higher performing schools more likely to have standard behavior programs • Principals value teacher training, professional learning communities, and report that teacher training would improve academic outcomes
Recommendations • Use the more comprehensive quantitative model to see where schools can be expected to perform • Reconsider year-round track • Evaluate dual immersion programs • Evaluate standardized behavior programs