District SLC Grant - Examining the Data From Earlier Grants, pt. 1

The Madison Metropolitan School District (MMSD) recently submitted a five year, $5 million grant proposal to the US Department of Education (DOE) to support the creation of Small Learning Communities (SLCs) in all four high schools (See here for post re. grant application). While the grant proposal makes mention of the two smaller SLC grants the district received earlier, there is no examination of the data from those two projects. One would think that DOE would be curious to know if MMSD's earlier efforts at creating SLCs had produced the desired results before agreeing to provide further funding. Furthermore, one would think it important to examine if the schools implemented the changes that they proposed in their applications. It is my intention to provide some of that analysis over the course of several posts, and I want to encourage other community members to examine the Memorial grant proposal and final report and the West grant and final report themselves.

We begin by examining Memorial High School's SLC grant which was funded from 2000-2003. Memorial's SLC grant is a good place to start, not only because it was the first MMSD SLC grant, but because they lay out clearly the outcome measures that they intend to evaluate and their final report provides hard numbers (as opposed to graphics) over a number of years before and after the implementation of the SLC grant. Memorial had two goals for their SLC grant: 1) to reduce the achievement gap and 2) to increase students' connectedness to the school.

Examining student achievement suggests mixed results for Memorial's restructuring. Student GPA's indicate a slight narrowing of the achievement gap for African American students and essentially no change for Hispanic students when compared to their fellow white students over the period of the grant.

Difference Between	2000	2001	2002	2003
White & African American	1.35	1.35	1.16	1.24
White & Hispanic	0.75	0.87	0.74	0.79

Student WKCE performance can be considered an external indicator of student success, and these data indicate no change in the proportion of students scoring at the Proficient and/or Advanced levels, an especially noteworthy result given that the criteria for the WKCEs were lowered in 2002/03 which was the last year of the grant. I've included data up through this past school year since that is available on the DPI website, and I've only presented data from math and reading in the interests of not overloading SIS readers.

WKCE	99/2000	2000/01	2001/02	2002/03	2003/04	2004/05	2005/06	2006/07
Reading
African American	45.09	54.90	36.00	33.00	40.5	45.8	42.9	29.8
Hispanic	63.16	80.00	47.00	54.00	53.6	51.7*	53.1*	29.3*
White	93.33	85.55	86.00	89.00	90.2	86.2	89.0	84.2
Low Income	53.33	56.36	36.00	36.00	32.9	40.7	43.7	25.7
Not Low Income				88.00	86.9	84.7	89.8	80.2
Math
African American	18.00	27.45	20.00	29.00**	39.2	32.2	27.3	39.4
Hispanic	42.11	40.00	33.00	49.00	42.9	62.1*	59.4*	36.2*
White	77.44	76.48	68.00	90.00	89.7	89.3	89.0	86.4
Low Income	18.64	16.37	16.00	29.00**	29.4	38.4	38.7	35.7
Not Low Income				90	85.8	86.9	89.2	84.2

* note. data for Hispanic students includes 4 Native American students in 03/04 and 2 in the following two years
** note. DPI actually reports higher percentages of students scoring proficient/advanced: 34% and 37% respectively for these two cells

The data from DPI looking at ACT test performance and percentage of students tested does not suggest any change has occurred in the last 10 years, so the data presented here would suggest that Memorial's SLC restructuring hasn't had any effect on the achievement gap, but what about the other goal, student connectedness?

Memorial's final report presents data on student suspensions and expulsions as their quantitative indicators of student connectedness. It should be noted that in their grant proposal, Memorial was going to examine student responses to the annual climate survey as a way to track students' sense of belonging and relationship with the school, but, regretfully, that information isn't presented. When we look at the information we are provided with, there appears to be no change, but DPI data suggest that things have declined in recent years: suspension rate the year prior to the grant (99/00) - 4.3%, suspension rate last year of grant (02/03) - 6.1%, suspension rate for most current year's data (05/06) - 10.2%. The picture is the same for student expulsions: 99/00 - 0.20%, 02/03 - 0.23%, 05/06 - 0.6%. Data from DPI also suggest that there has been no change in attendance rates or in the percentage of students habitually truant.

The goals of the District's SLC proposal are admirable. However, this data does not suggest that the Memorial model will produce the desired results. Next time we look at West.

Posted by Jeff Henriques at August 1, 2007 4:46 PM
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