Search

The federal No Child Left Behind Act and its mandate for adequate yearly progress has placed unprecedented demands on districts to use evidence to support their school improvement efforts. Research has not yet determined if data-driven decision making leads to improvements in teaching and learning since most outcomes reported to date are based on case studies offering anecdotal evidence. This information capsule discusses the use of data-driven decision making in the nation's schools, research findings on the effects of data-driven decision making, including factors that may facilitate the data-driven decision making process, and the challenges associated with implementing data-driven decision making. A summary of some of Miami-Dade County Public Schools' initiatives that utilize data-driven decision making, professional development opportunities offered by the district, and online systems that provide staff with access to data is also included. (Contains 7 online resources.)

Research Services calculates enrollment projections on an annual basis. These projections are presented each year at the district's Pupil Population Estimating Conference. For this year's projections, two years of trend data (2005-06 and 2006-07) were used to project student enrollment for 2007-08. Projections are provided by individual grade level and for the district's total Pre-K through grade 12 enrollment. The 2007-08 projected enrollment offered by Research Services continues the decline in student enrollment evident in the district over the past five school years. The district's student enrollment is projected to be 340,149, a decline by 2.2 percent (7,823 students) from 2006-07 to 2007-08. (Contains 3 tables.)

Mentoring is a structured one-on-one relationship between an adult and youth that focuses on the needs of the youth, providing him or her with support, guidance, and assistance. This information capsule summarizes research findings on the impact of mentoring on factors such as academic achievement, social behaviors, attitudes, drug and alcohol use, and self-perceptions. Characteristics of effective mentoring relationships are reviewed and a summary of mentoring programs operating within Miami-Dade County Public Schools is also included.

The Florida Comprehensive Assessment Test (FCAT) is the primary measure of student achievement applied to the grading of the Florida public schools. School grades utilize a point system in which schools are awarded one point for every percent of students: (1) scoring in achievement levels 3-5 in Reading; (2) demonstrating learning gains in Reading; (3) in the lowest 25% of Reading making gains; (4) scoring in achievement levels 3-5 in Mathematics; (5) demonstrating learning gains in Mathematics; and (6) scoring 3.5 or above in Writing. Each school gets points toward their school grade in direct proportion to the number of students meeting the standards in six different component areas. This paper depicts the changes in FCAT points earned toward school grades in both the District and the State over the last three years. In all component (except Writing, where standards were raised in 2005) the District has demonstrated greater gains than the State and, in some components, exceeded the State's performance. It is important to exercise caution in attributing changes in student achievement to specific causes. There are a great many of potential influences on achievement and, in many cases, trends in the district seem to be paralleled by similar trends across the state. However, the improvements observed over the past three years in achievement scores and school grades are hard to interpret as anything but substantial improvement for the district.

Miami-Dade County Public Schools (M-DCPS) earned a performance grade of "B" for the second year in a row and was just seven points short of the points required to earn an "A." This Research Capsule summarizes several key elements that contributed to the district's achievement. Results indicate that, in most cases, students' levels of academic achievement have increased and that some progress has been made toward narrowing the achievement gap. (Contains 9 figures.)

Studies indicate that as many as 20 percent of teachers nationwide leave the profession after three years and close to 30 percent leave after five years. This research capsule examines the characteristics of teachers who move or leave and the types of schools they are most likely to leave. Findings on the impact of financial compensation on turnover rates, as well as policy recommendations for reducing teacher turnover, are also included. Finally, teacher retention in Miami-Dade County Public Schools (M-DCPS), the district's beginning teacher induction program, and financial incentives offered to M-DCPS teachers are summarized. (Contains 1 table.)

The district conducts a cross-sectional analysis of student dropouts annually; it examines dropout rates among students enrolled in various grades at one point in time. A longitudinal analysis, also conducted annually, tracks a group of students in the same grade or cohort over a period of several years. Each method addresses a different aspect of how many students are dropping out of school. This research brief provides information on the cross-sectional and longitudinal dropout rates and longitudinal graduation rates for 2003-2004. (Contains 7 tables.)

This document is an overview of the results of the statewide Partnership for Excellence (PFE) program at Cuesta College (California). The PFE program is designed to improve the performance and services of the 108 California community colleges. The PFE program emphasizes five main goals for Cuesta: (1) an increase from 55,149 in 1998-99 to 78,582 by 2005-06 in the number of students who transferred from community colleges to baccalaureate institutions; (2) an increase from 84,179 in 1995-96 to 116,054 in 2005-06 in the number of degrees and certificates awarded; (3) an increase in the rate of successful course completions from 68.33% in 1995-96 to 70.8% in 2005-06 for transferable courses; (4) an increase from 16,810 in 1995-96 to 24,599 in 2005-06 in the number of successfully completed apprenticeship courses; and (5) an increase from 108,566 for the 1995-98 cohort to 150,754 by 2005-06 in the number of students completing coursework at least one level above their prior basic skills enrollment. Cuesta has already exceeded its goal of 820 Associate of Arts and/or Associate of Science degrees awarded, but the number of certificates awarded suffered a sharp decrease (from 448 to 127). This is most likely due to a format change in the way the California Community Colleges Chancellor's Office categorizes the number of certificates awarded. (Contains 42 tables.) (MKF)

In an effort to understand the reasons why particular Cuesta College (CA) students fail to avail themselves of the opportunity to register via the Internet (WEBReg), a brief survey was mailed to the population of students who were eligible to, but did not, use WEBReg. Specifically, a survey was sent to any continuing students who had no record of having used WEBReg to register for or add or drop classes. Finds that the number one reason why students chose not to use WEBReg is that registering in person or by mail was perceived to be easier. This begs the question of why WEBReg was perceived to be more difficult than traditional registration methods. The second most frequently indicated reason for not using WEBReg is not having Internet access from home. If a student doesn't have Internet access at home and/or doesn't feel comfortable using the Internet, then it would appear logical that Mail in/Walk in registration would appear easier than WEBReg. The third most frequently indicated reason for not using WEBReg was captured in the "other reasons" category of the survey. Thirty-two percent of the "other reasons" cited indicates students' fears of using credit cards online. Likewise, 32% of the "other reasons" responses indicate a problem with the perceived ability of WEBReg. Includes the survey instrument. (VWC)

The data presented in this report are indicators of the level of success of the North Carolina Community College System as measured by student outcomes and the extent to which the system addresses the needs of the state. Where possible, 5-year data are presented. Seven critical factors are examined: (1) student success, evidenced by the number of students returning from previous quarters, the progress of literacy students, performance of transfers after two semesters, and success rate on licensure exams; (2) resources, measured by average salaries, equipment currentness, and percent of libraries meeting American Library Association standards; (3) access, assessed in terms of the enrollment of high-risk and nontraditional populations, numbers served through literacy programs, percent of students receiving financial aid, and percent of service area population enrolled; (4) education continuum, examined in terms of enrollment of recent high school graduates, enrollment in cooperative agreements with high schools, and University of North Carolina students who attended a community college; (5) workforce development, evidenced by the number of employers and trainees served by new and expanding industry programs, small business centers, and apprenticeship programs and number of workplace literacy sites and students served; (6) community services, measured in terms of courses offered and students enrolled, enrollment of senior citizens, and support of community service activities; and (7) program management and accountability, assessed by an annual program audit, program reviews, and accredited programs. Systemwide data and, where appropriate, data for individual colleges are provided. In addition, background information and recommendations for future data collection are presented. (AC)

In spite of recommendations of the Commission on the Future of the North Carolina Community College System (NCCCS), faculty salary increases in the NCCCS have not moved the system to the median level of community colleges in the southeast or nationally. To examine this situation, a study was conducted comparing NCCCS faculty salaries with salaries of faculty at public four-year institutions nationally and with University of North Carolina (UNC) constituent institutions. In addition, the study compared 1990-91 NCCCS salaries with other public community colleges in the south and nationally, and with salaries of public school teachers. Data were collected primarily from the state's Department of Community Colleges, and from the Southern Regional Education Board (SREB). Study findings included the following: (1) average faculty salaries in the UNC system were competitive with faculty salaries at other public universities regionally and nationally; (2) NCCCS average faculty salaries ($25,690) were significantly lower than salaries at other community colleges regionally ($31,511) and nationally ($36,600); (3) in comparisons with average faculty salaries in other state community college systems, North Carolina ranked 47th out of 49 systems; (4) the NCCCS had the lowest faculty salaries of the 15 southern states, with salaries $5,821 below the regional average; and (5) for 1990-91, average faculty salaries in the NCCCS were considerably lower than those of North Carolina's public school teachers ($29,276). Data tables and 8 references are included. (PAA)

In September 1991, the State Board of Community Colleges of North Carolina revised this report on the critical success factors for the state's community college system. The six factors examined in the report are quality, access, education continuum, workforce development, community services, and program management and accountability. The report begins with a description of the development and utilization of the success factors. For each success factor, a series of measures are analyzed which comprise their key elements. For example, for the quality success factor, the nine specific measures analyzed are: (1) institutional salaries as a percent of the Southeastern regional average; (2) participation in staff development programs; (3) persistence of students toward completion of goals; (4) number of students returning from previous quarters; (5) rate of success on licensure exams; (6) correctness of equipment; (7) percent of libraries meeting the American College and Research Library Standards; (8) number of students moving from one level of literacy to another; and (9) performance of transfers after two semesters. Data for the system as a whole and, where appropriate, for individual institutions, are presented for each measure, along with background information, a brief analysis of implications, and sources and recommendations for future data collection. (JMC)

Comprised primarily of data tables and charts, this report provides a financial profile of the North Carolina Community College System (NCCCS) at the state and college level for the academic year ending June 30, 1992. The report focuses on state and federal expenditures for programs administered by the North Carolina Department of Community Colleges and includes the following information: (1) a statement of the source and disposition of funds; (2) a description of state-level expenditures; (3) a statement of state-wide costs for regular programs by purpose, covering the expense categories of general administration, curriculum instruction, non-curriculum instruction, learning resources, student services, plant operation/ maintenance, and general institution; (4) a statement of state-wide costs by purpose and object; (5) a statement of state-wide cost by object; (6) payments to the 58 NCCCS colleges for regular programs by purpose; (7) percentage of total funds expended by college and purpose; (8) total program payments by college; (9) percentage of funds expended for regular programs by college; (10) percentage of funds expended for special allocations by college; (11) growth in full-time equivalency (FTE) from 1981 through 1992; (12) costs per regular budget FTE, formula allocations and actual expenditures; (13) average cost per FTE; (14) full-time instructional positions versus budgeted units and instructional positions; (15) average salary cost per instructional position; and (16) analysis of receipts, estimated versus actual. (PAA)

A survey was conducted within the North Carolina Community College System to assess the occurrence of multiple roles among administrative and professional non-teaching staff due to budget constraints; measure the effects of performing these multiple roles; determine the extent and types of difficulties that the state's community colleges are experiencing in hiring and retaining qualified faculty, staff, and administrators; and provide data to support planning. The survey instrument was distributed to 1,002 community college personnel, and responses were received from 334 senior administrators, 310 other administrators, and 325 non-teaching professionals, yielding a response rate of 96.7%. Study findings included the following: (1) more than 65% of the respondents indicated that, due to budget constraints, they had been assigned one or more additional responsibilities not traditionally associated with their position; (2) senior administrators were more likely to report multiple roles (72.2%) than other administrators and non-teaching professionals; (3) patterns of multiple roles were found across most community colleges regardless of size, program offerings, or location; (4) a majority of community colleges in North Carolina have experienced a stable or increasing number of vacant positions; (5) 78.8% of the respondents indicated that the quality of job applicants had remained the same or increased; (6) the majority of the respondents indicated no difficulty in hiring their first (66.4%) or second (88.8%) choice applicant; (7) most respondents indicated no change or a decrease in their college's success in hiring minorities; (8) secretarial/clerical positions were cited as the most difficult positions to fill; and (9) respondents from all 58 colleges indicated that "low salary" was the main reason applicants declined job offers. (MAB)

There are a number of detailed requirements for gifted screening, referral and eligibility specified under State Board Rules and School Board Rules. In all of these areas, explicit mention is made of the Florida Comprehensive Assessment Test (FCAT) scores as being integral components. The FCAT scores used for these purposes prior to 2008 were percentiles as reported in the Norm Referenced Test (NRT) result reports. The Florida DOE discontinued administration of the NRT starting in 2008. With NRT scores no longer available, screening, referral, and eligibility specifications were modified and provisions made for using FCAT Sunshine State Standards (SSS) data as a substitute measurement of academic achievement. With the advent of FCAT 2.0 specifications, the scoring scales have changed and the references to cutoff scores need to be adjusted. In anticipation of these needs, members of the Division of Advanced Academic Programs and Assessment, Research and Data Analysis collaborated on the suggestion proposed in this Research Note. This investigation focuses on the Gifted Eligibility Determination Form for Use with Underrepresented Students in Kindergarten through Twelfth Grades (Plan B Matrix) currently being utilized by the Division of Advanced Academic Programs. In this Matrix, students are awarded from 0 to 4 points in specified categories in each of the following areas: Gifted Characteristic Checklist, Achievement Percentile Score, Intelligence Test Quotient, and Creativity Measure Score. The Achievement Percentile Score applied to the matrix are cutoff points for the FCAT SSS for either the Reading or the Mathematics Test. The cutoff scores were determined in an effort to provide an equi-percentile distribution of the points which had been awarded using the earlier FCAT NRT system. With the transition to FCAT 2.0 standards, different score scales are used and the score cutoffs for determining achievement points need to be recalculated. The FCAT 2.0 uses a vertically-aligned scale that has a different range and distribution for each grade level.

This Research Note is in response to a request from the Office of Alternative Education to review and report on "model disciplinary policies" as used in school districts around the nation. The primary source of information used to prepare this Research Note came from a professional group identified by Alternative Education. The Advancement Project, a civil rights law, policy, and communications think tank, believes school districts should reform discipline policies and practices that result in excessive suspensions, expulsions, and arrests of students. Based on a lack of credible evidence that harsh punitive measures are an effective way to change students' behavior, many school districts have revised their discipline policies to emphasize the development of positive behaviors. The Advancement Project issued a report that identified 10 elements of model discipline policies and provided examples of actual school district discipline policies.

For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by school sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service. [For the 2006-07 edition of this report, see ED538075.]

Because 3rd Grade Florida Comprehensive Assessment Test (FCAT) scores have a direct impact on promotion, the results for that grade level are released early by the State. When the FCAT results for 3rd Grade were released in May 2007, many people were troubled. Over 80% of the elementary schools in the Miami-Dade School District showed a decrease in the percentage of students scoring in Levels 3 and above in Reading. Similar trends produced an outcry across the state. After an 8 percentage point jump in the previous year, there was a statewide drop of 6 percentage points in 2007. These results were more than surprising and cast doubt on the soundness of the scoring process. After a careful review, the Education Commissioner announced that there did appear to be a problem in the scoring of the test and a rescaling of the 3rd Grade FCAT reading exam would be forthcoming. This admission by the State, while honorable and praiseworthy, opened the door for many to question other aspects of the FCAT test, sometimes without just cause. While it is clearly unfair to discount the overall precision and usefulness of the FCAT, some form of careful review of scores is nonetheless proper. The search for the same kind of irregular trends in the data that brought this type of problem to the surface is always warranted and should be welcomed. Any abnormalities revealed in the examination of the scores need to be made public so that the need for in-depth analysis can be considered. It is in that spirit that this paper presents some unusual patterns in the data for FCAT Reading at the middle school level.

For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by schools sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service.

The purpose of this paper is to promote local norms as a new way of reporting Florida Comprehensive Assessment Test (FCAT) results for Miami-Dade County district. The norms would: (1) show a student's relative standing in the district, and (2) show the student's growth compared to similar students. This paper presents questions about local norms, as well as answers to these questions. Questions include: (1) What are some of the special features of local norms?; (2) How useful are local norms in representing student performance?; (3) What types of measures do local norms provide?; (4) How is the status norm computed?; (5) What is the interpretation of the status norm?; (6) How is this status norm different from the gain norm?; (7) What is the interpretation of the gain norm?; (8) Isn't it possible for a student to have a high status norm and a low gain norm?; (9) Isn't it statistically improper to average percentiles?; (10) Won't the norms change each year?; (11) How will the status and gain norms be made available?; (12) What is the expected value for the average of status norms or gain norms for any group of students?; and (13) If the average gain norm for students taught by a particular teacher was unusually high, would that indicate a very effective teacher?

Beginning in the 2002-03 school year, the revised Florida School Code required 3rd grade students to demonstrate reading proficiency by scoring at level 2 or higher on the reading portion of the Florida Comprehensive Assessment Test (FCAT). If not, the student must be retained, unless exempted from mandatory retention for special circumstances referred to as "good cause." These new requirements have had considerable impact on the retention rates in M-DCPS. This paper presents a brief look at the 3rd grade retention rates for 2003-04, comparing previous years' rates and subgroups' rates disaggregated by ethnicity, free/reduced lunch status, and English proficiency levels.

Recent revisions of the Florida School Code by the Florida Legislature include a major component focusing on proficiency in reading. In particular, grade 3 students who do not score at level 2 or higher on the Florida Comprehensive Assessment Test (FCAT) SSS Reading Test must be retained, unless exempted for special circumstances. This new requirement has resulted in the retention of thousands of 3rd graders in this district over the last two years. The impact on the lives of the students and their families is inestimable. Additionally, the restructuring of grade level membership has put considerable strain on the schools and the system as a whole. Clearly, any help in predicting which students may be in jeopardy of not "passing" the FCAT Reading test in 3rd grade would be a welcome contribution to providing targeted academic remediation to the students most in need. This study addresses an approach to the early identification of students who may be at risk of scoring at level 1 on their 3rd grade FCAT Reading Test.