tag:blogger.com,1999:blog-82624975396454185562024-02-20T22:27:58.473-07:00Data PointsStudent Achievement and Education Trend Analysis from
Boise School District District Staff.Unknownnoreply@blogger.comBlogger172125tag:blogger.com,1999:blog-8262497539645418556.post-42945336913362589452019-10-24T13:30:00.001-06:002019-10-25T11:59:45.741-06:00<div style="text-align: center;">
<span style="font-size: large;"><b>FRESHMEN TAKING ADVANCED PLACEMENT?</b></span></div>
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<span style="font-size: large;"><b>YOU BET!</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">A record number of Boise students took a record number of Advanced Placement exams in 2019. And the newest growth in the program came partially because more freshmen took exams than over before. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>District Exams and Participation</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">2718 Boise District students took exams in 2019, eclipsing the old record of 2365 set...last year, as the program continues to grow. Those students took 5150 Advanced Placement exams, surpassing last year's total of 4806.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Several years ago, the District began its plan to offer some Advanced Placement classes to freshmen and sophomores, which has resulted in much more AP World History participation among sophs, for example. We also began to offer AP Human Geography to 9th graders. Those offerings have been expanded to all junior high schools, resulting in a jump from 61 AP Human Geography exam 9th grade participants last year to 232 this year. AP participation by 9th graders this year represented 9% of total participation, compared to 3% just last year.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>High School Exams and Participation</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Though each of our 4 comprehensive high schools has made substantial growth in the number of exams given, Timberline High School's growth has been remarkable. Ten years ago, Timberline, Borah, and Capital gave about the same number of exams. In 2019, Timberline's exams numbers have surpassed those given at Boise High.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">AP student participation at Borah and Capital has more than doubled since 2009, and it's grown by 50% at Boise. At Timberline, student participation in the AP exam program has <i>more than tripled </i>in the past ten years. Wow.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Exam Popularity</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Advanced Placement English Language, the AP course that satisfies the 11th grade English graduation requirement, has long been the most popular AP course in the Boise District. But AP Human Geography, the course taken by all of those 9th graders and a bunch of sophs, is now second in popularity.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-76572728758336618932019-09-17T10:01:00.000-06:002019-09-17T10:01:05.302-06:00<div style="text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2019 SCHOOL DAY SAT RESULTS</span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">BOISE AND STATEWIDE</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Idaho's 2019 School Day SAT results were released in late June, and we were able to procure statewide results by high school and district soon thereafter. The vast majority of Idaho's 11th graders take the SAT on a given day in April each year. Every Idaho student is required to have taken a college entrance exam in order to graduate.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">What follows in this post is an analysis of the results, considering free/reduced lunch percentages as one axis of our SAT comparison, and scale scores for math and ERW as the other.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are some important factors to consider as you look at the results:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">1) Year over year comparisons of scores on the SAT are often made. It's important to understand that those comparisons are made among different groups of students - each is a distinct group of 11th graders. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">2) Though most students take the SAT on the School Day exam date, some do not. If they have already taken or plan to take another exam such as the ACT, they do not have to take the School Day exam. So, even though percentages of students taking the exam are high, they may vary from school to school and from year to year. And a few schools prefer the ACT and de-emphasize the School Day SAT. That's why we check junior class enrollment and exams given each year, and leave out of the comparison schools that test fewer than 90% of their juniors.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">3) It's tempting to look at very high scores for small schools, pronounce their performance as "greatly improved", and expound on what they did last year to improve their performance, even though the "growth" could be due to one or two high-scoring students, and scores will likely decline the next year because those students are not taking the test. We usually limit our comparison to schools with 75 or more juniors tested. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.idahoednews.org/news/a-long-way-to-go-to-meet-idaho-sat-goals/">Idaho Ed News did a story</a> this year about Kootenai High School's remarkable SAT scores, which improved by almost 150 points over last year. Problem is, the school tested only 12 students this year and 9 the year before. And, in fact, scores at Kootenai High declined substantially (by almost 80 points) from 2017 to 2018, before the big increase.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Kootenai most assuredly does an awesome job with preparing its kids for college. But IEN has done this before in a <a href="https://www.idahoednews.org/kevins-blog/the-secret-behind-kootenais-sat-surge/">2014 story</a> of Kootenai's progress on the SAT.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>The Scores</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">SAT scores, along with SBAC, are notoriously highly correlated with poverty. So the higher a school's poverty level, as measured by free/reduced lunch percentages, the lower the SAT scores, typically. What we look for are scores that are higher than might be expected. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As noted above, we use only scores from high schools that tested 75 students, AND tested 90% or more of juniors enrolled at the school. So, here are the scores, in context:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Boise, Timberline, Madison, McCall - these are schools that outperform SAT expectations each year, even considering their demographics. It's not surprising, though, considering that these schools lead the state in Advanced Placement (a College Board product, as is the SAT) exam participants each year, along with Century of Pocatello. On the other hand, Marsh Valley (a smaller district near Poky), Fruitland, Twin Falls, and Skyview had higher scores than predicted, as well. And each year, Caldwell's scores are surprising. considering the demographics of the high school.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>SAT MATH</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;">In SAT Math, it;s almost the same story. But note that Timberlake (a northern Idaho high school in Spirit Lake), Borah, and Coeur d'Alene have higher scores than we might predict. And Caldwell's math SAT scores, considering the expectations and their demographics, might just be the best in the state. </span></span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-27981614479095267472019-09-12T15:17:00.001-06:002019-09-12T15:17:38.397-06:00<div style="text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>MATHEWS' CHALLENGE INDEX:</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.washingtonpost.com/people/jay-mathews/">Jay Mathews</a> is an education columnist for the Washington Post. He's published the <a href="https://jaymathewschallengeindex.com/#index">Challenge Index</a> since 1998, first under the umbrella of Newsweek Magazine and then for the Washington Post. This year, he assembled the index on his own, and published it in May.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The Index is a ranking system that uses a simple formula to achieve an indicator of rigor in a high school system. Take the number of Advanced Placement or International Baccalaureate exams and divide by the number of on-time graduating seniors at the high school. If the ratio is greater than 1, the schools is eligible </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Each of the Boise District's 4 comprehensive high schools have been ranked on the Challenge Index for 11 consecutive years. Boise and Timberline have been ranked for a longer period of time, Boise since 1998 (the inception of the list) and Timberline since 2002.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Charters and Private Schools</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Mathews takes data from Charter and Private Schools and includes them in the index. For the 2019 rankings, North Star Charter (116) Riverstone (Private, 5.7), and Coeur d'Alene Charter (2.6) were included on the list. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Comprehensive High Schools</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are the rankings for the Idaho comprehensive high schools included on the 2019 list:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Vallivue High School has made the list for a number of years. The district's new high school, Ridgevue, has joined Vallivue on the list. It's impressive that both of these schools, with half their students qualifying for free/reduced lunch, give so many exams.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Participation in Mathew's Challenge Index wad won this year. It appears to have been less known than in previous years, perhaps because it was not sponsored by the Post. In past years, Century High School in Pocatello has been a top performer. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Still, over 2,500 high schools were listed, so we can make a few comparisons.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In Washington, the Bellevue high schools continue their stellar performance in the index, with all comprehensive high schools ranked in the top 250 in the country. Sammamish High School, with 35% free/reduced lunch, gave over 5 exams per graduating senior - amazing. Bellevue remains a district with results that we aspire to in Boise.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.spokaneschools.org/lewisclark">Lewis and Clark High School in Spokane </a>(2.6 ratio, 35% frl), <a href="https://ewhs.edmonds.wednet.edu/">Edmonds Woodway High School</a> in Edmonds (2.1, 30%), and <a href="http://www.evergreenps.org/Schools/High-Schools/Union">Union High School in Camas, WA </a>(2.2, 25%) had results similar to those of Borah and Capital.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We will provide more information on Advanced Placement results in Boise and around Idaho in the next few posts.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-16554383723445424372019-09-10T14:05:00.002-06:002019-09-10T14:13:58.867-06:00<div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 13.999999999999998pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">IDAHO ED NEWS PUBLISHES </span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 13.999999999999998pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">k-12 EDUCATION POVERTY INDEX</span></div>
<b id="docs-internal-guid-b5cdd203-7fff-fec5-11d3-249f35044144" style="font-weight: normal;"><br /></b>
<br />Last month, Idaho Education News published a k-12 poverty index. Well, it was really a ranking of schools they developed using State Department of Education ESSA data, which were all highly correlated with poverty. <br /><br />Everyone loves a ranking system. It's interesting to see where businesses or football teams or public schools line up in the rankings. With schools, though, you get what you get, and kids are not widgets. We don't throw out those that don't fit, who have special needs or don't speak the language. We educate them all, so it's important to consider the factors that affect their education.<br /><br />And these factors make it necessary to get creative to serve kids' needs. Schools with high populations of free/reduced and/or Limited English students desperately need services that will put them on a more level playing field with Longfellow in Boise or Paramount in West Ada, such as:<br /><br /><ul>
<li>Early learning services such as pre-k and full day kindergarten.</li>
<li>Community Schools services that provide wrap-around services so kids can come to school ready to learn.</li>
<li>College-ready programs such as AVID (Boise, Mt. Home, and Vallivue) and P-16 (Caldwell) that give kids the tools they need to navigate the college process and the confidence they must have to succeed.</li>
<li>Scholarship programs established with benefactors from the business world to help them afford the costs of post-secondary.</li>
</ul>
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These programs will go a lot further in improving success and "Go-on" rates for our kids than a list contrived to congratulate some districts and schools and punish others based on their poverty levels.<br /><br />However, the success of a school’s more creative approaches to learning requires much more effort, understanding and context. <br /><br />In compiling their list, IEN doubled-down on the data, using data from the Idaho Department of Education's 2018 ESSA plan calculations, combining composite values of all schools, elementary, secondary, alternative, and other configurations into a big list to show which schools are the top (and bottom) "performers". These composites are basically aggregate measures of status and growth on the SBAC, with grad rates and a couple of other measures thrown in.<br /><br />After IEN posted their rankings, they were besieged with comments from those who wished to critique their methodology, which clearly had some issues. But that's not really the point. Every measure used by the SDE as part of its plan was highly correlated with poverty. So why not just use poverty levels for the rankings?<br /><br />We looked at IEN's lowest and highest ranked schools, adding free/reduced lunch status and LEP population percentages as factors to consider, in order to add some context to the rankings, and to illustrate just how closely they are related to free/reduced lunch and Limited English populations at the schools.<br /><br /><div style="text-align: center;">
<b>The IEN Elementary Schools</b></div>
<br />Here are bottom elementary schools in the state, as ranked by IEN. <div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh5.googleusercontent.com/MoOuZ1najJQZGrry0eh2r1L1I-MPVq0Ixe0m0nT3StD0Od5hqy0yG6dV8-VS4fKwZAS5OaWF6Vp5Oqi0Rbxhw19IqvmKHIrkJFJCP39NlY2QTVinan4ERzIliO7FTAW2nfT7N_Vu" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh5.googleusercontent.com/XoK7-vEiuWyeHOBIsFISMlwkZCek6jCzPxXWtlRkx-ke8_lFz_Rva_BSO0v_wPwoDGzsj0uDdvnbPqInPPSo15nlCurEOcaKeLPbxVf82lDRR84Jy0R0zpkwoyvtmtMAZyMlRF-M" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">The more you look at these data, the more you understand that the information used by IEN for their rankings really does reflect poverty and language barriers more than anything else. There are some anomalies, such as Webster in Lewiston and Teed in Kuna; otherwise, the data show that these schools serve impoverished communities around the state of Idaho.</span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh3.googleusercontent.com/4qj7ke0RcKlE4z1WQgNQLFaA2l93r1f6OVWZE9x9YuQpW1HxdLw9TAFmvRarA6q3QyQ8gdo9fA0MucvQCvXftem1GkuXcZxvdGnsuDwHtXgkNuSlcEvRY7U1MR7JMzoeBBnvoROw" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Among the very highest IEN-ranked elementary schools, we see names that have been high SBAC performers since the test was initiated in Idaho - those with low free/reduced lunch percentages and few Limited English students. These schools </span><span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">should </span><span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">perform well on this test, which favors students with a wealth of experience.</span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh3.googleusercontent.com/3AQt-K9ml46qir2t8OaaOKf-A_xKBT9mol2OvUZ0O-0yfb9OqcUEwfTzNXCy0aOMIXLpmbVnQdzWo_ck5NkPoRa9UZSXDuojm9OqG1TYxnmPhgtAFIgSidx5MqmhD0-z1S9WxfsO" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">In the next group of elementary schools from the IEN rankings, we see more of the same. A number of schools listed here have little diversity, and low levels of poverty and Limited English. </span></div>
<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">There are a few exceptions here, though. Rulon Ellis Elementary in Pocatello, Discovery in Bonneville, Chief Joseph in West Ada, and Westside in Idaho Falls all have FRL percentages closer to the state average, and Chief Joseph and Westside have higher LEP percentages. These are schools at which we should look for example of high achievement with challenged populations.</span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">The IEN Junior Highs/Middle Schools</span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">At the middle school/junior high level, the picture is much the same. Check out the lowest ranked schools, and you'll see:</span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh3.googleusercontent.com/Bc9jl8-OsdIzQmQA4UcdnLLFpKXxzaK4PWzHpHBixbVyPN5oK_pX6h4O1TkT9y17_xK0RDvbtOt6k-w0QkaZhw6exTxR2TFAccH2YtYOyawoRZ93tZVU18VTxMnf03TEcWRtUiIU" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Most of these middle level schools have very high percentages of free/reduced lunch. The two that have lower percentages have large numbers of Limited English students.</span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">For the most part, the highest ranked middle level schools are the opposite in configuration.</span></div>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 300px; overflow: hidden; width: 400px;"><img height="300" src="https://lh3.googleusercontent.com/gwclIeagn9E-l7FIlpN302lRMKHiLN66MbInf8c90rqM79y9TsKdDjGu-OSFnzCU5tUVw572IN___FbjzwLWUNuXVXlkG8lyqx-x4T_dM1qlJVrQfZuqIhgpkX1HYw4Luw4-Jxqq" style="margin-left: 0px; margin-top: 0px;" width="400" /></span></span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">As you might suspect, the high school data show the same patterns. Idaho Ed News has effectively created an index of school poverty, with very few exceptions. </span></div>
<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<br /></div>
<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">It's kind of like looking at the SAT data without a filter. Yes, Boise, Madison, Timberline, and McCall all do well. They should, and as a matter of fact they exceed expectations in their performance. But when you examine the data considering the free/reduced lunch data, you find that the schools with the best performance are...Caldwell and Fruitland.</span></div>
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<div dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">With the state’s so-called accountability system finally falling into place, as well as the Governor’s welcomed emphasis on literacy, it will be more important than ever to cast a critical eye toward any seemingly simple “ranking” of schools. Behind every measurement focused on first and worst there are real students facing real barriers to learning and succeeding. Let’s not lose sight of that.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-15714378486263144852019-08-06T21:21:00.000-06:002019-08-28T09:35:13.435-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">FINDINGS OF THE BROOKINGS STUDY</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">AND OUR IDAHO REALITY</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The Brookings Institution, a nationally renowned research entity, published an interesting study in June. The researchers took a look at four cities, Nashville, Tennessee, South Bend, Indiana, St. Louis, Missouri, and Boise. They analyzed a number of factors contributing to economic competitiveness. We just want to focus on a couple of the findings in the report, and look at the data surrounding those findings.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">While Brookings researchers looked at Boise's possibilities and challenges, they used statewide data to make their conclusions. They made this statement about the situation, referring to Boise's strong tech sector and referencing a study done by the Georgetown Center on Education and the Workforce:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"By 2020, 65 percent of all jobs will require more
than a high school diploma. This statistic for the
average place belies the requirements of hightech clusters. Cities with comparative advantages in tech will require closer to 80 percent of their
workers to have some postsecondary training."</i></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We wanted to break down the data and see how they looked when we did the statewide analysis by high school. For that analysis, we relied on the Office of the State Board of Education, which provided us data about the percentage of kids who had completed "some college" by a certain date.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Specifically, the SBOE provided us information about the percentage of students from the class of 2014 who had completed "some college" three years after graduation from high school. Then we were able to estimate the additional percentage who would complete some college after six years, using data from previous classes. Typically, six to seven percent additional students attend "some college" between year four and year six after high school graduation.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are some summary slides portraying what we found in the data:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">So the statewide percentage of students with some college, even considering the typical additional percentage from year 4 to year 6 is well below what is described in the Brookings study as necessary to support a tech environment, at around 70%.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">But this the statewide analysis. Is the picture different when we look at Boise-area high schools?</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">There are a couple of conclusions we can draw about the above data:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">1) We have suspected that "Go On" rates are related to poverty. Indeed, that's the case with Boise-area schools (as it is across the state). </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">2) <b>The overall total for Boise-area schools for the class of 2014 likely will exceed 80% after six years have passed post-high school, meeting the criteria stated by Brookings</b> . Though the statewide totals were far lower, the free/reduced percentages were higher for the state, as well.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There were large high schools outside the Boise area that had high "Go On" percentages for the class of 2014, as well: Sandpoint (73%), Coeur d'Alene (72%) and Hillcrest of Idaho Falls (72%) were among them. None, however, were close to Boise, Timberline, Eagle, or Mountain View with the exceptions of Twin Falls (76%) , Kimberly (a suburban community near Twin Falls) (78%), and Moscow (78%), all of which have relatively low percentages of free/reduced lunch.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There are statewide high schools that had far lower percentages, as well: Vallivue (58%), Columbia (55%), Caldwell (61%), Pocatello (52%), Mt. Home (59%), Minico (59%), Bonners Ferry (50%) and Snake River (51%) were among them. No surprise - All have relatively high percentages of free/reduced lunch.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's a statewide picture of large high schools from the class of 2014:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Interestingly, one of the data points that stands out here is Parma, which had a "Go On" percentage in the mid-70's with 54% free/reduced lunch, well above the state average.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="http://data-points-boise-schools.blogspot.com/2014/03/">As we noted i</a>n 2014, Parma has an ongoing scholarship program sponsored by a district benefactor which contributes to its high "Go On" rate:</span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;"><i><span style="background-color: white; color: #222222;">"When asked about Parma's high college-going rates, Superintendent Jim Norton wrote:</span></i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"The Bruce Mitchell scholarships play a large role in why Parma grads go on. There is a Foundation Board that manages and oversees the program. Nothing is managed by the District other than coordinating meetings and interviews."</i></span></blockquote>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>Bruce Mitchell was a Parma grad who worked for Idaho Power as an Electrical Engineer. He initiated the scholarship in 1991, when one award was given (the only one Mitchell saw awarded). As of 2013, 465 Parma students have received scholarships (about 70 students graduate from PHS each year), and over $3 million has been awarded in total. 100 Parma grads are currently being supported by scholarships, which begin in freshman year with $2000, and grow by $500 a year.</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"The entire student body and the community takes part in an assembly to honor the Bruce Mitchell Scholarship winners. It is a big deal to students to be recognized at this assembly. A Community Award winner is also recognized."</i></span></blockquote>
<span style="font-family: "georgia" , "times new roman" , serif;">The truth of the matter is that programs like AVID, <a href="http://data-points-boise-schools.blogspot.com/2019/06/">which we wrote about in June</a>, have a great success rate, but part of that success is due to the financial support of generous folks in the community who help our AVID grads succeed with their financial support. </span><span style="font-family: "georgia" , "times new roman" , serif;">As an example, Bev and George Harad have been important benefactors who fund scholarships every year for our AVID kids. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">We agree with many of the conclusions in the Brookings study, especially including the support voiced for statewide early childhood programs. However, as shown above, post-secondary affordability remains an important issue for Idaho students, one that can only be ameliorated by support for college attendance. This is where the real discussion must take place, or we will continue to have just a few schools that meet the criteria set by the Brookings research. How can we, as a state, support our kids in going on?</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-63040760628487036602019-07-03T06:47:00.000-06:002019-07-03T06:47:53.539-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>WE KNOW SO MUCH ABOUT HISTORY: PRE-POST DATA SHOW EXCELLENT ACADEMIC PROGRESS</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We wrote a few weeks ago about the issues with using a standardized test like the SBAC to evaluate the academic progress we make with our students how a gain of a percentage point or two with proficiency rates tells us nothing about what our kids are learning. In fact, it was only last year that <a href="https://www.realcleareducation.com/articles/2018/01/04/is_the_smarter_balanced_national_test_broken_110243.html">few if any of the SBAC consortium states made any gains at all</a>! In <a href="https://edsource.org/2017/no-growth-statewide-in-third-year-of-smarter-balanced-test-scores-caaspp/587973">state </a>after <a href="https://content.govdelivery.com/accounts/WAOSPI/bulletins/20d1802">state</a>, reports of nonexistent student growth provided cause for concern. The reality is that SBAC scores are <a href="http://theconversation.com/students-test-scores-tell-us-more-about-the-community-they-live-in-than-what-they-know-77934">reflective of poverty and other community factors as much as anything</a>, and can be predicted without giving the test in some cases.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">So, is there a way to accurately reflect growth in student performance that will show us whether students have learned the content they have have been taught?</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Fortunately, the answer is unequivocally YES, if we measure what is being taught in our classrooms by our teachers to our students. We did that with pre-post assessments in our United States History 11 course during the second semester of the 2018-19 school year. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In the second semester pre-test, 140 of 188 students (74%) scored less than 50%, while only 5 scored greater than 70%. Clearly, then, most students did not have a good handle on the content of the second semester - and that's what we would expect. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">On the post-test, however, the results were almost completely the reverse. 140 students (74%) answered 70% or more of the test questions correctly, while only 7% (12 students) correctly answered fewer than 50% of the questions. That's pretty impressive, and evidence that our teachers are doing a great job teaching the content and their students. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Individual Items/Concepts</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">But let's look more closely at some examples of content that is crucial to understanding the history of our country, and how our students did on questions measuring that knowledge.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's Question 26 from the test.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">Kind of an important concept for kids to understand, right? So important, in fact, that "McCarthyism" and "Red Scare" are widely understood as critical markers in the history of our country.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Back in January, however, few of our U.S. History students knew about the Wisconsin Senator and his campaign against "suspected" Communists:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In fact, as many students thought McCarthy probably <b>helped </b>the Soviets (choices A and B) as thought he was "red-baiting"(choice C).</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In May on the post-test, students demonstrated their knowledge convincingly.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here is another example of student progress on the End of Course U.S. History assessment:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: large;"><br /></span>In January, 38% of students answered the Watergate questions correctly. By May, the percentage of correct answers was 81. Almost as many students thought that "checks and balances" were a casualty of the Watergate scandal - certainly that system suffered, but public confidence was forever changed.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">One of the advantages for teachers of giving a pre-post test and seeing the results in an item analysis is that they can see where gaps in student learning exist. For example, this question:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">On the pre-test, 32% of students correctly identified "C" as the answer to question 27, and student, 30% chose "B", and 20% each chose the other options.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">On the post-test, 61% of students chose the correct answer, so double the percentage in January, but still relatively low. And 20% still identified "B" as the correct answer, giving teachers an opportunity for instruction about the era of the fifties in the future.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">All in all, the pre-post testing opportunity provides us with evidence of the progress our students make during a semester or a year, and gives our teachers opportunities for instructional improvement. In some cases, it may also indicate that particular questions should be tweaked or rewritten.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's vitally important to know how we are doing with content we are actually teaching to our students. This EOC assessment process is much more informative than the "mystery testing" we do with the SBAC, and more on target with instruction (and covers more instructional areas) than the SAT, though the SAT with its item analysis provides some valuable information about comparative student performance on math and language arts concepts.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The Boise District intends to expand its pre-post testing in the next few years. Stay tuned for posts about the progress we are making.</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-87009282855328088922019-06-11T10:10:00.000-06:002019-06-11T10:10:26.680-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>AVID UPDATE:</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The Boise District's AVID program has a record of success that now extends over a decade. Here is an AVID update summarizing progress through the 2018-19 school year.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As you probably know as a reader of this blog, AVID is a program devoted to students from the "forgotten middle" - those kids who likely would not study at the post-secondary level without some sort of assistance. The AVID program provides that assistance through:</span></div>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">Identification of prospective AVID students in 6th grade or earlier.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Enrollment of those students in a "required AVID elective" beginning in 7th grade, which emphasizes:</span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">development of study and note-taking skills</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">content knowledge assistance through tutorials</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">growth in the value of "Going On" to post-secondary studies</span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">Enrollment in Accelerated Math and Reading classes beginning in 7th grade</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">In high school, enrollment in at least one Advanced Placement course</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Visits to a variety of post-secondary institutions during high school years</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">and many other activities devoted to increasing readiness for post-secondary enrollment.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Enrollment in the Boise District AVID program continues to grow.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In 2007-08, the second year of the AVID program, about 2% of District 7-12 graders were enrolled in AVID. As of 2018-19, over 11% of Boise District secondary students are enrolled.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Direct College Entry (Fall after Graduation)</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Though money for college continues to be an issue for most Idaho students, AVID graduates have searched for all available scholarships, with the help of Career Counselors at the high schools, and have visited many campuses as they prepare to enter post-secondary studies.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As you can see, in terms of college enrollment the semester after high school graduation, our AVID students far exceed the state average.The Boise District average for these years hovers around sixty percent, so these students attend college at a far higher rate than District students, as well.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>College Choices - Direct Enrollment</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Since money is such an issue for our AVID kids, most attend in-state colleges, and the most popular destination is Boise State University.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Seventy percent of Boise District AVID students enrolled at BSU (36%-163 students), the University of Idaho (16%-71), or the College of Western Idaho (18%-84 ). The two other public colleges that attract the most AVID students are Lewis Clark State College (3%-13 students) and Idaho State University (4%-18). The College of Idaho (4%-17) is an attractive affordable private college that is also popular among AVID students.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The other 20% of AVID college attendees enrolled at a variety of colleges around the country. Notably, students have enrolled at Northwest Nazarene University (6), Washington State University (4), the University of Southern California (2), Baylor University in Texas (2), Northern Arizona University (2), Pepperdine University (1), and the University of Utah (2).</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>College Degrees and Certificates</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's typically taking 5 or 6 years for AVID students (and other college students) to graduate from college, but that's understandable considering that 6-year grad rates for some Idaho colleges are fairly low. For example, the College of Idaho (61%) and University of Idaho (56%) have relatively high 6-year grad rates, Boise State University has made dramatic improvement in its rates, and stands at 42%, but Idaho State University and Lewis Clark State College are at 29%.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Among the 57 Bachelor's degrees earned by AVID students, 19 were in the Liberal Arts, and 11 each were in the fields of Business and STEM.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's exciting to see the progress that our AVID students are making. We expect that in our next report, over 100 degrees and certificates will have been awarded, as classes advance in college toward a degree or certificate.</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-63344887766980385662019-04-30T10:11:00.001-06:002019-05-02T10:26:18.404-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>SOUTHEAST BOISE GROWTH,</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In the 1980's and 1990's, southeast Boise became the hub of growth in our city, and the former dairy and lumber center became subdivisions with names like Lakewood, Spring Meadow, River Run, and Columbia Village. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As the growth continued, the original southeast Boise elementary schools, Campus (constructed 1953, sold to Boise State in 1990) and Garfield (1927) became overcrowded. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Campus School at Boise State Garfield School, Boise Avenue and Broadway</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Liberty School, just off Bergeson Street on Law, opened in 1984, and almost immediately was at capacity. By 1990, when White Pine Elementary opened, Liberty hosted over 1,000 southeast Boise students.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Liberty School</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The architecture of Liberty was copied with minor revisions for a number of new schools built in the late twentieth century, including White Pine, and Cynthia Mann (1990). Riverside, (1992) and Horizon (1992).</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As growth in the area continued to accelerate, Les Bois Junior High School was built in 1994 on the same plot of land as White Pine, and then converted into Timberline High School four years later, with a new Les Bois constructed in the Columbia Village subdivision near Micron Technology. The District also opened Trail Wind Elementary nearby in 1998, as the District's student enrollment crested 27,000 students for the first (and only, to this date) time.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Elementary Schools</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">And then, as quickly as it grew, the District's student population began to decline, as significant numbers of Boise patrons moved west, to Meridian initially, and then to Kuna, Nampa, and Caldwell.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Southeast Boise's schools were among the most impacted in the District, and Liberty, White Pine, and Riverside, which were overflowing with enrollment just a few years earlier, were under-enrolled by the mid 2000's. Since then, enrollment at Liberty and White Pine has stabilized and grown a bit, and Riverside's enrollment is moving back toward its high point, as residential construction in Harris Ranch has taken off.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Junior High Schools</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">After a successful 2007 bond issue and a land deal with BSU, East Junior High was torn down and replaced by a new East in 2009.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Former East JH (1953) on Warm Springs. New East JH (2009) in Harris Ranch area</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">You can see the same enrollment pattern a few years later at Les Bois,</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">and at East.</span><br />
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<a href="https://3.bp.blogspot.com/-6GzX2skSrU8/XMc7UwgcgCI/AAAAAAAADic/B1HtsTG_fIsptxVg9tdvP_OabVQAmosCACLcBGAs/s1600/east%2Benrollment.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="1127" data-original-width="1502" height="300" src="https://3.bp.blogspot.com/-6GzX2skSrU8/XMc7UwgcgCI/AAAAAAAADic/B1HtsTG_fIsptxVg9tdvP_OabVQAmosCACLcBGAs/s400/east%2Benrollment.jpg" width="400" /></span></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As you can see, enrollment has recovered at both junior highs, after steep declines in the first decade of the new millennium. Projections show that southeast Boise junior high enrolment will likely stabilize in the next few years.</span><br />
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<b><span style="font-family: "georgia" , "times new roman" , serif;">Timberline High School</span></b><br />
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The new wing opened this fall at Timberline has been put to good use, and Timberline's enrollment is still growing.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Timberline's enrollment is projected to grow to almost 1,500 students in the next few years, as the next few classes from East and Les Bois enter the school. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Just a few years ago, Timberline and Meridian were the smallest 5A schools in the Southern Idaho Conference. Since then, enrollment at both schools has grown substantially, Skyview has become a 5A school, and Capital's enrollment has declined slightly.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Rocky Mountain and Mountain View in the West Ada District remain the largest schools in the conference, and even with the addition of the new Owyhee High School in a few years, West Ada's continued growth will assure large 5A schools.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As an aside, Skyview's status as a 5A school is interesting. There are now 3 4A schools that are larger than Skyview: Kuna (1176), Caldwell (1085), and Nampa (1078). While Skyview has seen some growth in the past few years, so have Caldwell and Kuna, and Vallivue, Ridgevue, and Middleton (all 4A schools) are growing rapidly as well.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Timberline's growth will put the school in the middle of the SIC pack in a couple of years, and could mean that the high school will become the largest of Boise's high schools.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The challenge for Boise District administrators and trustees will be planning for the anticipated growth in south Boise east of Cole Road, along the east Lake Hazel Road extension to Orchard Street, which could feature as many as 2,000 family residences in the next few years. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">For this post, we used 10-12 enrollment, since that's the configuration of Boise's high schools. The other SIC high schools are 9-12. The Idaho High School Activities Association uses 9-12 enrollment for classification purposes.</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-30239901670779231602019-03-17T19:54:00.000-06:002019-03-17T20:46:01.499-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>SO MANY ISSUES...</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As the debate over the proposed funding formula reaches a crescendo, we believe the time has come to delay a decision until all of the remaining areas of concern can be addressed.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">At a meeting of Southern Idaho Conference Superintendents last week, we developed a list of those remaining issues. It's a substantial record that includes some of the most important features of the proposal. These concerns relate to the most recent of the myriad versions of the bill, <a href="https://legislature.idaho.gov/sessioninfo/2018/interim/psff/">Senate Bill 1196, and the associated spreadsheet.</a></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">However, we feel that, before detailing the concerns, we need to thank the committee that put together the proposal. The members sought to address complex issues in education through weighting students, and that effort was admirable. In the end, though, the proposed formula sought to address other issues identified during the process that were never part of the initial discussions. Those concepts, like the wealth adjustment and the large district weight, were viewed by many as counter to the equity goal of the committee, and took a great deal of discussion that could have been devoted to other elements that still have not been adequately addressed, in our opinion.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are several of the biggest issues we identified.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>THE SPREADSHEET</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The first two versions of the formula spreadsheet compared "apples to apples", by using 2017-18 data for both sides of the formula equation. Afterward, despite concerns expressed by State Department of Education officials and district Business Managers, the data presented were from 2017-18 for the old formula and 2018-19 for the new, with varying amounts of funding added to the new formula side of the equation.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In order to understand the reasons why the sides have to be equal, here are a couple of quotes from the Business Managers of two districts.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"In order to measure the effect of the formula on your school district, <b>you need to compare the revenue generated under the old formula at a particular point in time with the revenue from the new formula at the same time</b>. That’s the only way to determine if you are truly a winner or loser." </i>Nancy Landon, CFO, Boise District</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"While our district appreciates the extremely hard work of so many individuals over the last 3 1/2 years, there continues to be an inherent problem with the data used in the highly circulated excel spreadsheet that our legislators are relying upon for much of their upcoming decision making. <b>We beseech the key state players to demand an apples to apples financial data comparison before any further legislative deliberations transpire. </b>In the absence of this action, our legislators will be casting pivotal public policy votes based upon fraught data." </i>Lisa Hals, CFO, Lake Pend O'reille District</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We'd add to Lisa's statement that many Superintendents and Business Managers do not know where their districts stand. Here's an example of how different the data are, considering the two comparisons:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://drive.google.com/open?id=19F66fiNg-sxpfjj1kZoRc4NDA18lMSJg">Here is the "apples to apples" version of the spreadsheet.</a> To be sure, for some districts, the losses are smaller without the wealth adjustment, and that is a good thing. We know that, in building a new formula and starting from scratch, we will have winners and losers. However, it's important that legislators know where their districts stand at the time when the new formula is implemented.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">For example, the spreadsheet that goes with the newest bill shows the Coeur d'Alene District gaining $3.9 million (7%), and Coeur d'Alene Charter gaining $200 thousand (4%). In an apples to apples comparison, they both lose. CDA District loses $560 thousand (1%), and CDA Charter loses $152 thousand (3%). Those aren't huge losses, but the totals are a lot different than are portrayed on the newest committee spreadsheet.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>THE SMALL DISTRICT FACTOR APPLIED TO CHARTERS</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We certainly are in favor of equitable funding for districts and charters. But with the wealth factor zeroed out in the spreadsheet, an apples to apples comparisons shows some steep funding inequities among districts and charters that exist in those districts under the proposed formula. This is a result of applying the "Small District" factor to charters, and, for example, treating Hagerman District in the Twin Falls area the same as Rolling Hills Charter in Boise. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Keep in mind that, in each case, the district cited has a higher percentage of Free/Reduced lunch, Special Ed, and Limited English kids.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In a few cases, the free/reduced lunch percentage nearly matches that of the district (Heritage Charter in Caldwell, STEM Charter in Lakeland, Taylor's Crossing in IF). But the FRL and LEP percentages are typically lower, as are many of the Special Ed percentages. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">So since Charters were already funded statewide at a higher level than districts, the increased gap under the new formula is very concerning.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Demographic information are from a 2017 State Department of Education spreadsheet. NA means that there were too few students to report in the category.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>CAREER LADDER AND SALARY-BASED APPORTIONMENT</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">This is an issue that was attended to in Chairman Clow's bill, which never got out of committee on the House side, even though he and others had worked with the stakeholders to address many issues. We need to identify the percentage of Salary and Benefit moneys in the formula, so we can annually address possible increases in teacher salary allocations. This is a crucial area for the stakeholders.</span></div>
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<b>THE "ECONOMIC WEIGHT"</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">This is the old "Wealth Adjustment" by another name. Though it has been zeroed out in the spreadsheet, the language addressing it is still in the new bill, That language should be stricken from the law.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>EXPERIENCE INDEXING</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Again, the "stakeholder bill" that was defeated in House Ed included an index from compensating districts for teachers with more experience. In order to encourage districts retain teachers, this provision is very important.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>ALTERNATIVE SCHOOL FUNDING</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There is no provision for funding alternative schools in the new bill, seemingly at the behest of the ECS representative who advised the committee. Though there may be a need for a tweak or two to the funding mechanism for these schools, the funding should not just go away. Alternative schools graduate students who otherwise would have long odds for success in school. This is another very important area in the formula.</span></div>
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<b>OTHER ISSUES</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There are numerous other issues, such a the looming cliff for districts after the "hold harmless" provision ends, the questionable accuracy of much of the data in the spreadsheet being used to inform districts and legislators, the confusing nature of the language regarding the "Career Ladder" at the local level, and others.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>However, these issues are enough, we think, for the decision on the funding formula to be delayed. This is a discussion about the largest portion of the state budget -- let's take our time and address the issues of concern, whether it's done in a task force or with a group of stakeholders who can address the key issues.</b></span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-78549173727594466982019-03-01T11:10:00.001-07:002019-03-01T11:11:54.527-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>2018 IDAHO ADVANCED PLACEMENT PERFORMANCE</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Recently, Idaho Education News reporter Kevin Richert wrote an article about Advanced Placement performance in the state of Idaho. His lead: </span></div>
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<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;">"Idaho high school students can take Advanced Placement tests on the taxpayer’s dime — but Idaho’s AP numbers still remain well below the national average."</span></span><br />
<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span><span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;"><b>Advanced Placement Participation, Passing Percentages</b></span></span></div>
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<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;">Well, an analysis of 2018 statewide AP passing percentages tells a different story - Idaho's percentage of passing exams is just a tiny bit <b>higher </b>than the national average. And Idaho's and Boise's number of participants in AP testing is up substantially over the past few years.</span></span><br />
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<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;">Here's a summary of how the top AP 2018 participation percentages and passing rates compared for Idaho high schools with more than 75 participants. Remember that we use 10-12 enrollment to gauge AP participation rates.</span></span></div>
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<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;">These participation percentages were derived by dividing the number of 2018 AP participants by the combined enrollment in grades 10, 11, and 12. It's interesting to consider the derived percentages in comparison with the statewide percentage, which is 11%. So the efforts that these high schools have made in providing opportunities for rigor are impressive.</span></span><br />
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<span style="background-color: white; color: #404040;"><span style="font-family: "georgia" , "times new roman" , serif;">The Idaho pass rate for Advanced Placement exams in 2018 was 59%. However, since only 11% of students statewide took an AP exam, you'd expect the percentage to be high compared with some of these schools, in which at least 25% of the students in the high schools were participants in the testing program. Nationally, the passing percentage was 58%. Advanced Placement exams are rigorous and challenging - only 6 of 10 student exams receive a score eligible for college credit, as opposed to other programs in which students receive credit based on a course grade.</span></span><br />
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<span style="color: #404040; font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;">Outside of the top ten, other high schools with over 20% AP participation were Centennial (West Ada) at 23%, Lewiston (22%), Sandpoint (22%), Moscow (21%), and Rocky Mountain (West Ada), 20%.</span></span><br />
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<b><span style="font-family: "georgia" , "times new roman" , serif;">Most Popular AP Exams</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As you might expect, since Boise students took 34% of the statewide AP exams, when we look at individual exams, our students took the lion's share in many cases. It's interesting to look at the relative strengths and weaknesses on some of the exams.</span><br />
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<span style="color: #404040; font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;">Boise students' pass rates exceeded those of the state of Idaho and the nation by at least 5% on English Language, Psychology, and World History, and exceeded both in Calculus AB and US History. On the English Literature, Physics 1, Statistics, and US Government exams, Boise students' pass rates were about the same as the state, or a bit lower. </span></span><br />
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<span style="color: #404040; font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;">Boise and Idaho pass rates were more than 15 percent higher than the nation on the Physics 1 exam, and more than 10 percent higher on English Language and English Literature exams. Interestingly, both were almost 10 percent lower on the Statistics exam.</span></span>
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<span style="color: #404040; font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;"><br />As you can see from the chart above, Boise students took over a third of state AP exams in 2018. The highest percentage of state exams taken by District students were in Psychology (56%) , World History (43%) and Calculus AB (35%).<br /></span></span>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-63266390545892813802019-02-06T16:23:00.000-07:002019-02-08T11:46:59.338-07:00<div style="text-align: center;">
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<span style="color: red; font-family: "georgia" , "times new roman" , serif; font-size: medium;"><b>Update - Misinformation shared with some legislators yesterday, February 7, 2019, at the "listening" session indicated that the IASA survey results were "old" and outdated. Actually, the survey questions were sent out on January 7, 2019, responses were finalized on January 11, and Superintendents received the results on January 15. This is the only funding formula survey conducted by the IASA in 2018-19.</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>...AND IDEAS FOR ALTERNATIVE K-12 FUNDING FORMULA SOLUTIONS</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">To many observing the funding formula debate, confusion reigns. We have now seen eight versions of the formula, legislation that calls for "hold positive" temporary increases, comparisons of different funding years, adjustments for everything from student demographics to rural schools to charters, wealth adjustments, teacher experience factors, and so on. It's no wonder that observers have little or no idea what is going on.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">One idea that would simplify the conversation would be to remove the Career Ladder monies and the Salary-Based Apportionment legislation from the proposed funding formula. In the versions proposed by the Funding Formula Committee, those funds are included and the legislation is imposed on districts and charters, effectively creating a new bureaucratic system at the local level.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">But what do Superintendents think? Some legislators and others are saying that our district leaders are divided. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Fortunately, the Idaho School Superintendent's Association did a poll recently, and asked this question:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>"(Should we put) salary-based apportionment in the funding formula?"</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The answer choices for the question were not clearly stated, but here's how they came out:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Of the 81 respondents, 62 said they were "concerned" about putting SBA into the formula. Only 11 indicated that they supported doing so. Another 7 said they were not knowledgeable enough to know or were neutral. When you factor those responses out, <b>fully 85% of respondents had concerns.</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Well, what does that mean, exactly? The comments following the responses go a long way toward answering that question. Here are a few:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">"<i>Don't want to lose the career ladder. Want salary based apportionment separate from the funding formula."</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"There needs to be some way of having districts be on as level playing field as possible when it comes to base teacher salaries. The Career Ladder does an excellent job of creating that level playing field. If it goes away smaller/more cash strapped districts will really struggle to keep up and find it even harder to hire good teachers because their salaries will be much less. It has been nice having the Career Ladder in regards to negotiations with teachers unions as well. Having that pot of money in a separate category that is visible and easily understood has helped negotiations go a lot smoother. "</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"This is a terrible idea for reasons that should be obvious, but apparently are not."</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"We would support salary based apportionment NOT in the funding formula. There are multiple unintended consequences including challenges at the negotiations table, challenges to local control, and an erosion of the progress we have made under the career ladder funding."</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"Please take it out so that it does not become part of the lump sum. I am strongly against having this be part of the new formula. "</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"Deal breaker in my mind - needs to be outside the new formula."</i></span><br />
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<b><span style="font-family: "georgia" , "times new roman" , serif;">OPTIONS FOR SALARY-BASED APPORTIONMENT</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">So, the vast majority of Superintendents expressed the desire to keep the Career Ladder and Salary-Based Apportionment. With that in mind, we should k</span><span style="font-family: "georgia" , "times new roman" , serif;">eep the current law in place, and the money separate. Keep the statewide accountability system associated with the Career Ladder in place. </span><b style="font-family: georgia, "times new roman", serif;">Maintain the function of Salary-Based Apportionment as a distribution method for salaries and benefits.</b><br />
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<b><span style="font-family: "georgia" , "times new roman" , serif;">STUDENT NEEDS SHOULD DRIVE THE REMAINING DISTRIBUTION</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">When Salary-Based Apportionment funds are taken out of the total package, $466.5 million remains, as you can see if you follow this <a href="https://drive.google.com/file/d/1wPFmw_0xcqUMZibqDiUqrpRWIbVocU2D/view?usp=sharing">link </a>to the spreadsheet (comparing "apples to apples" 17-18 actual funding with 17-18 new formula funding). In our view, we should use the student demographic factors (Poverty, Limited English, Gifted/Talented, Special Education, K-3, and 9-12) to drive the distribution of these funds, and truly have the money follow the students. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The draft legislation phases in these factors over time. For example:</span></span><br />
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;">Poverty, as represented by free/reduced lunch, starts out in 2020-21 as a 10% factor (</span>i.e.. FRL students count as 1.1), and increases to .2 in 2021-22, and to 25 in 2022-23.</span> </li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Limited English starts at .1 in 2020, and moves to .2 in 2021-22, .3 in 2022-23, and .35 in 2023-24.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Special Education students receive a .65 weight in 2020-21, .75 in 2021-22, .85 in 2022-23, .95 in 2023-24, and 1.0 in 2024-25.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Gifted/Talented students are funded at a base level of 2% for each district.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">K-3 and 9-12 receive a 10% increment because of educational considerations at those levels.</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">Using this format, districts with higher percentages of students in the demographic categories receive more money for services, as is appropriate, but districts with fewer of these students do not suffer huge losses in funding.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In this recommendation, many charters lose funding, because they are not nearly as diverse as their neighboring public schools. These schools would be eligible for "hold harmless" funds provided in the draft legislation for three years, under this provision in the law:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">We believe that this recommendation is sensible, and provides for reasonable, deliberate funding shifts to reflect demography of public schools in the state. We appreciate the work on the Funding Formula Committee, and believe that their considerable work provides the foundation for a stronger formula going forward. In fact, this would serve as a basis for conversations within the structure of Governor Little's new K-12 Education Task Force.</span></span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-92192656313623142612019-02-04T13:04:00.004-07:002019-02-04T13:32:19.191-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>WHY THE WEALTH ADJUSTMENT </b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; text-align: left;">One of the many elements of the new proposed funding formula is the so-called "wealth adjustment". <b>If the "money should follow the kids", as several formula committee members have opined, then this factor SHOULD NOT be a part of the k-12 funding formula</b>. <b>This is not a student-based factor - instead, it's an adjustment based on the property value in the district divided by the district's enrollment.</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are several reasons that this factor needs to disappear:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>We Already have a Factor Dedicated to Poverty</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The "wealth factor" factor is <b>not </b>a proxy for free/reduced lunch rates, which </span><b style="font-family: Georgia, "Times New Roman", serif;">are</b><span style="font-family: "georgia" , "times new roman" , serif;"> a legitimate weighting factor. In fact, as we referenced in our first series of blogs on this topic, districts with similar free/reduced lunch percentages may have wildly different market value assessments. A great example is the comparison between Coeur d'Alene and Bonneville.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In this case, the money does not follow the kids. It follows the market value. The Coeur d'Alene District has proportionally as many free/reduced students as does Bonneville. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>The Wealth Adjustment Penalizes School Districts with Robust Economies</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: x-small;"><b>The Spreadsheet Data</b></span></div>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">The values used in the funding formula spreadsheet by the consultant from the Education Commission of the States were old. In fact, the consultant used Market Value data from 2016-17 and enrollment data from 2017-18! Here is the story those data tell.</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">As we noted previously, the idea of the "wealth adjustment" is that districts that are below the state average (<1.0) get the adjustment and those that are above do not. The lower the ratio compared to the state, the more the adjustment. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">So Boise (1.53), CDA (1.62), LPO (3.55), McCall (5.57), and Teton (1.93) were well above the state average and would not receive the adjustment. Conversely, Bonneville (0.45), Poky (0.41), and Cassia Cty (0.47) are well below the average. West Ada (0.94) and Post Falls (0.94) were just below the average.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: x-small;"><b>The New Data (from the State Department of Education)</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">But what happens when you update the model with new data? Luckily, the Idaho SDE provided us with updates to market value and enrollment for the 18-19 school year so we could see how things changed.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Though there are some other changes that we will mention a little later, the major difference here is that West Ada's market value has changed dramatically since 2016, and, using 2018-19 market value, the district no longer receives the "wealth adjustment", and goes from an overall loss of $809k to a loss of $9.4 million. Post Falls stayed just under the state average, and so maintained its wealth adjustment.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">So, if West Ada is affected just by using current data, what do the trends say about what might happen to the "wealth adjustment" for other districts whose market value is growing. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: x-small;"><b>The Trend Data</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We had access to the Market Values for 2016 and 2018, and so looked at the trend data for the districts we used in the comparisons above. Understand that the trend analysis we have done is quite simplistic and assumes no major glitches in the economy (which there surely will be).</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The statewide market value has grown by 19% since 2016. Districts that have had more growth than the state are either moving toward the state average or moving farther above it.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Almost every Treasure Valley district is growing at a faster rate than is the state, led by Vallivue, which is followed by West Ada, Boise, Kuna, and Nampa. In the north, market value growth in CDA, Lakeland, and Post Falls is outpacing the state, as it is in the Twin Falls District in south-central Idaho. In other words, at current rates of growth, the fast-growing districts will likely lose the "wealth adjustment" at some point.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>School Districts have Limited Options in Dealing with the Revenue Losses</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Districts that lose funding in the new model will be "held positive" for several years; they will gain at least 2% in each of those years, according to the newest version of the legislation. But after that, all bets are off. Legislators have intimated that there will be increased funding, but with other pressing priorities, we really can't be sure what the future will hold. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As a matter of course, District leaders can prepare for the "cliff" that will come with decreased funding by:</span><br />
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<li><span style="font-family: "georgia" , "times new roman" , serif;">shortening the school year/day</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">cutting staff</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">asking taxpayers to pick up the lost revenue</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">Shortening the school day and year have not worked in the districts that have tried these "solutions" in Idaho, and they've not saved the money they thought they would.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Of course, almost all of the districts that are "losers" in this formula already have levies; charters that lose have no way to recoup their losses, other than to appeal directly to their patrons. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">For districts, it's a matter of planning for how to deal with the loss. Lewiston, for example, already has a $15 million levy. Coeur d'Alene has $16 million, Lakeland has $9 million, Teton $3.4 million, West Ada $14 million.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">For large, successful charters like Sage (5% cut), Coeur d'Alene (9%), North Star (4%), Meridian Medical (7%), Meridian Technical (9%) Charters, the prospects would be bleak.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Could West Ada up their levy request by $9.5 million to keep from cutting 180 teachers and maintain class size? For CDA it would be 50 teachers and an increase of $2.5 million. Maybe so, but it's a tough sell when districts increase their requests to offset monies sent to other parts of the state. </span></div>
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<b style="font-family: Georgia, "Times New Roman", serif;">Moving Forward</b></div>
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<b><span style="font-family: "georgia" , "times new roman" , serif;">The "wealth adjustment" will make budget-setting unpredictable for many school districts, and make for a volatile funding atmosphere. </span><span style="font-family: "georgia" , "times new roman" , serif;">We believe that it should be eliminated from the proposed formula. </span></b><span style="font-family: "georgia" , "times new roman" , serif;">In fact, in our next post, we will recommend going back to the original intent of the new formula, and eliminating all but the weights that provide for money following the students.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>New Spreadsheet (Again)</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">A new spreadsheet (version 9?) was posted to the Interim Committee website yesterday (February 1). Once again, the committee leadership has insisted on comparing apples to oranges in their projection of the effects of the formula, by comparing 17-18 old formula monies with 18-19 new formula monies. And once again we have provided those who want to see <a href="https://drive.google.com/file/d/1Bz3SdrO6C6AB37DnKST9UUzVz0E7RP3_/view?usp=sharing">a fair comparison</a> with data comparing 17-18 old formula with 17-18 new formula. The 17-18 vs. 18-19 version denotes 45 losers; the "apples to apples" 17-18 vs. 17-18 version shows that the true number is 72, just under half of the charters and districts in the state.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-6150197694528488382019-01-28T14:20:00.000-07:002019-01-28T14:41:01.492-07:00<div style="text-align: center;">
<span style="font-size: large;"><b>MEASURING WHAT OUR KIDS</b></span></div>
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<span style="font-size: large;"><b>ARE LEARNING</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>THE LEGISLATIVE MEETING</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Shortly before winter break, Boise District officials met with legislators to preview our priorities for the 2019 legislative session. At one point, we began to speak about our goal of keeping the Career Ladder in place so that we would have a reliable, consistent source of funding with which to increase teacher salaries.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Then came the question: "Why should we provide more money for salaries when there has been no progress on student achievement?"</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We responded that the scores on the SBAC have remained flat across the multi-state consortium, and that perhaps that says more about the test than about student achievement. In fact, in various locations, educators and politicians <a href="https://www.desmoinesregister.com/story/news/education/2017/03/30/frustrated-lack-progress-iowa-education-board-member-calls-ending-state-tests/99835160/">have called for an end</a> to statewide standardized testing, and <a href="https://www.edsurge.com/news/2015-03-11-why-the-smarter-balanced-common-core-math-test-is-fatally-flawed">critics </a>have argued that the test itself is <a href="https://www.realcleareducation.com/articles/2018/01/04/is_the_smarter_balanced_national_test_broken_110243.html">broken</a>, while SBAC promoters <a href="http://blogs.edweek.org/edweek/curriculum/2018/02/smarter_balanced_test_scores_a.html">argue that the test is valid</a>. High opt-out rates have become more and more common, as <a href="https://seattleducation.com/2015/03/23/why-i-opted-my-kids-out-of-the-sbac/">parents </a>and students question the value of the tests.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">From the back of the room came the muttered comment, "Excuses, excuses. All we hear are excuses."</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There ensued a discussion of what the test scores mean and why they should/should not be used as an indicator for teacher pay raises. The discussion continued around the topics of "achievement" and "growth" measures associated with the test, and that neither show evidence of progress.</span></div>
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<b>SHOWING PROGRESS</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">One problem with the standardized testing we do in Idaho and in other states is that there is no way to show a meaningful comparison that people understand. When we say that 56% of students were proficient last year and 58% are this year, it really doesn't tell us much about what improvement was made, no matter the subject. To do so, we have to be more specific, and give examples. But for the SBAC, neither teachers nor administrators are allowed to see the questions that are asked of our students.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The Boise District has given "End of Course" examinations, which are really "common finals" to students since 2001. They typically count as 10% of the student's semester grade and give us a gauge of how effectively the curriculum was taught and learned.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">But the "EOC" tests also allow us to examine performance across the district or by school on individual items or content areas on a particular test. For years, we have used the assessments to decide on curricular modifications, areas that need more focus, or areas that are covered very well in a particular course.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">But what we have never done in the past is to use "Pre/Post" assessments to ascertain the progress made by students on course content. This winter/spring semester, we will do so, giving U.S History 11 assessments to students in Caldwell, Vallivue, Kuna, and Boise to see what kind of progress our kids are making on learning important concepts.</span></div>
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<b>END OF COURSE RESULTS - FIRST SEMESTER, 2018-19</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We already know how our kids are doing on final EOC tests in a number of areas. Here are some examples from EOC's given at the end of the first semester in December, 2018.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">From the US History 11, Semester 1 Exam:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Certainly, we want our students to know the effect of the Jim Crow laws that emerged following the Civil War. And on the final exam in the first semester of U.S History, 87% of students correctly answered this question.</span><br />
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<a href="https://2.bp.blogspot.com/-5mClsej0O_Q/XE9WxIwsCgI/AAAAAAAADTQ/7K06Eo4DzicNf2AqrWp9KxRlCnE_IfzYgCLcBGAs/s1600/bio%2Bsem%2B1%2Bquestion%2Ba.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="616" data-original-width="1235" height="315" src="https://2.bp.blogspot.com/-5mClsej0O_Q/XE9WxIwsCgI/AAAAAAAADTQ/7K06Eo4DzicNf2AqrWp9KxRlCnE_IfzYgCLcBGAs/s640/bio%2Bsem%2B1%2Bquestion%2Ba.JPG" width="640" /></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">This example is from the General Biology first semester end of course exam. In this case, 90% of students correctly answered "b.". </span></div>
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<b><span style="font-family: "georgia" , "times new roman" , serif;">PRE-TEST RESULTS, SECOND SEMESTER, 2018-19</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As we noted above, we have not previously done a pre/post test with our EOC's, so we are happy to join with several other districts to show the progress our students make.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">This also gives us a chance to look at the questions on our test and see if there are some that show us high levels of previous learning. When we pre-tested the U.S. History 11 second semester EOC, we found that there were a few questions in this category.</span></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">On the pretest for US History 11, second semester, 78% of students correctly answered "c" for this question. Incorrect answers were spread among the three alternatives relatively evenly. It was gratifying to see that so many students possessed at least some prior knowledge in this area.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Seventy percent (70%) of students correctly answered "a" for this question about the confrontation that had the world on edge in 1962. Not bad for the pretest.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">For most questions, much smaller percentages of students could correctly answer the pretest questions, as you might expect. For example, only 23% of students answered the following question correctly ("a"), and the largest percentage of kids thought that "c" was the right choice. We thought more students might know this one, as the images from Kent State are seared in our memories, but obviously students need some background on this era.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">And, on a question to which 60's music aficionados would think everyone should know:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">fewer than half (47%) knew the name of the concert at Yasgur's Farm.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">So this will be our first try at measuring student growth on an end of course examination. We will report back at the end of the semester on the progress our students have made on the content of US History 11. As we see meaningful results, we'll look at expanding our use of pre-post on our end of course exams.</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-48493701444264677072019-01-11T10:33:00.000-07:002019-01-11T10:35:42.040-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>THE NEW "PROPOSED" FUNDING FORMULA </b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>AN ALTERNATIVE PROPOSAL</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In 2016, Idaho's per-pupil expenditures were $7157, 49th in the nation, according to Census data reported in the website <a href="http://www.governing.com/gov-data/education-data/state-education-spending-per-pupil-data.html">Governing.com</a>. The national average per pupil expenditure was reported as $11,762 per student. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>And yet, the new proposed funding formula shifts funding among districts and creates winners and losers, instead of looking to improve the lot of all stakeholders.</b> We believe that this approach will produce chaotic results as we move forward.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The new proposed formula<b> throws out the most successful educational approach of the past two decades, the Career Ladder</b>, which was championed by Governor Otter and recommended by the k-12 Education Task Force as one of its key goals.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">So, let's take a look at an alternative model that allows us to keep the Career Ladder and integrate some weighted factors which would allow us to implement some differential pay for teachers in high-poverty environments, or who teach special populations.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In this view of the funding formula, Continuous Improvement Planning drives the actions (spokes of the wheel) of districts across the state, as it should. We recommend:</span></div>
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<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Keep the Career Ladder and Salary-Based Apportionment, which serve as the base distribution mechanism for salaries, leadership advanced opportunities, and the like.</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Use "Student-based" factors (weights) to provide additional funding for teachers who work with challenged populations of students.</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Keep Technology and CTE funding as separate high priorities.</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Use student performance indicators to evaluate the success of the Improvement Plan.</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">This system is:</span></div>
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<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Purposeful - all parts of the formula support the Strategic Plan</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Intentional - each part of the formula is designed to produce desired results in the Strategic Plan</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Meaningful - the elements of the formula have meaning to the stakeholders</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Agile - elements of the formula can be adjusted to meet shifting needs </span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Flexible - control of the formula elements is left at the district level whenever possible</span></li>
<li style="text-align: left;"><span style="font-family: "georgia" , "times new roman" , serif;">Transparent - all are aware of how funds are allocated and the purpose for the allocation.</span></li>
</ul>
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Governor Little recently proposed a second Governor's Task Force to evaluate the accomplishments of the first and look toward the future. We'd suggest that the proposed funding formula and alternatives be considered by the Task Force, as well. We believe this alternative plan would get us down the road toward the Funding Formula Committee's equity goals while looking at improving the lot of all district and charters in the state in terms of teacher's salaries.</b></span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-7011421993166633052019-01-09T21:08:00.002-07:002019-01-09T21:11:35.465-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>THE NEW "PROPOSED" FUNDING FORMULA </b></span></div>
<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>WINNERS AND LOSERS...AND MORE (Part 3)</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><br /></b></span>
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<span style="font-family: Georgia, Times New Roman, serif;"><b>BIGGEST LOSERS</b></span></div>
<b style="font-family: georgia, "times new roman", serif; font-size: large; text-align: left;"><br /></b>
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<span style="font-family: georgia, "times new roman", serif; text-align: left;">Here are the School District and Charter losers in the new formula, using 17-18 information for the old distribution system and 17-18 data for the new. Whereas we looked at the "wealth" adjustment in the Part 2 of this series, these numbers are the "apples to apples" comparison of 17-18 data for the current formula and the "new" proposed formula. They do not include the 2018-19 wealth adjustment data, or West Ada would be on the list.</span></div>
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Here are the Charter Schools that lose in the proposed new formula:</div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There are 83 school districts and charters that would take a loss in the implementation of the new formula. Since 80-85% of each district's expenditures typically are sunk into staffing, we calculated the loss in terms of teachers at $50k per teacher, and came up with a loss of 531 teachers.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Obviously, some losses are substantial, and some less impactful. Clearly, though, the move to the new formula would affect a number of districts and charters.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">What's really concerning, though, is that the demographics of the schools and districts that lose funding are all over the board. Bliss for example, is a small district with 82% free/reduced lunch, Clark County has 72% FRL, American Falls 64%, Valley 64%, and Culdesac 62%. On the other end of the spectrum, Compass, Sage, Meridian Technical, and CDA Charters all have FRL %ages under 20%, Genesee is at 23% and Troy is at 21%. So certainly <b>the demographics of the students are not driving funding in this proposed formula.</b></span><br />
<b><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">SOME WINNERS</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">On the flip side, Bonneville School District gains about $3.6 million (5.1%) in the new formula, and Caldwell gains $2.9 million (7.9%). Caldwell certainly has a high percentage of free/reduced lunch, at over 80%, but Bonneville, at 39%, is about the same as Lakeland, Teton, Sugar-Salem, New Plymouth, and Fruitland, which all lose funding. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Of the ten biggest percentage gainers in the formula, eight are charters. </b>The two districts in the grouping are Lapwai and Plummer/Worley, which have 90+% free/reduced. The charters are Chief Tahgee (Fort Hall) (80+%), The Village (Boise) (19%), Monticello Montessori (Pocatello) (15%), Gem Prep (Nampa and Pocatello) (na), North Valley (Gooding) (58%), Bingham Academy (Pocatello), (40%) and Palouse Prairie (Moscow) (30%).</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>IT'S COMPLICATED</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">All in all, this is a very complicated formula, and it's difficult to tell which factors are contributing the most to the status of winners and losers. But we understand the conundrum caused by using mathematical algorithms to determine funding in a state like Idaho.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
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<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">When you just use free/reduced factor, you get:</span></li>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">low poverty levels in a few districts, like Bonneville, West Ada, Lewiston, Soda Springs, and most charters</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">high poverty in Districts such as Lapwai, Plummer/Worley, Caldwell, Vallivue, and Nampa</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">urban poverty in Boise, Idaho Falls, and Pocatello</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">rural poverty over much of the state</span></li>
</ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">When you use ELL (you should use Limited English), you get:</span></li>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">rural Latino concentrations over much of the state</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">urban Latino concentrations in many towns and cities</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">urban refugee populations in Boise, West Ada, and Twin Falls</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">very few ELL/LEP students in northern Idaho and some parts of eastern Idaho</span></li>
</ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The small district factor, when applied to charters:</span></li>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">covers for the lack of diversity in most charters</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">belies the original intent of the factor and hurts small rural districts</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">does not cover for the lack of diversity in large charters such as Sage and Thomas Jefferson</span></li>
</ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The Remote School weight accounts for the costs that consolidated county districts incur in serving remote schools within the county.</span></li>
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</ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The wealth factor distributes wealth as if it were an equalizing factor, without the levy funds that were equalized prior to 2006, thus distributing funds from locally authorized levies across the state.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The Large district factor attempts to account for some of the costs of running a district with more than 20,000 students. There are only two of those in the state - Boise and West Ada.</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>AN ALTERNATIVE</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In Part 4 of this series, we will provide an alternative idea, one that allows us to dip our toe into the "weighting" process, while staying out of the proposed zero sum game where over half the districts and charters in the state lose revenue.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-67129279310188481862019-01-09T13:42:00.001-07:002019-01-09T14:23:52.366-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>THE NEW "PROPOSED" FUNDING FORMULA </b></span></div>
<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>WINNERS AND LOSERS...AND MORE (Part 2)</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Though the Funding Formula Committee has been meeting for three years, according to the chair, the first version of the new formula came out only a couple of months ago. Upon seeing that there were significant winners and losers in the proposal, the Idaho Association of School Boards (ISBA), The Idaho Association of School Administrators (IASA), the Idaho Education Association, and the Superintendents of the Southern Idaho Conference all spoke to the need to keep the Salary Distribution Formula legislation and the Career Ladder out of the new formula, at least until we could see how it worked.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Thus far, the Funding Committee Chair has insisted that the majority of the money currently funding schools be included in the new Funding Formula, against the wishes of united education stakeholders. So, let's have a look at the important elements of the proposed new formula. </span><b style="font-family: georgia, "times new roman", serif;">Fair warning: though the formula authors promote it as being simple and transparent, it is neither.</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Further, after presenting "apples to apples" (17-18 old formula vs. 17-18 new formula) comparisons in the first two versions of the formula, the committee changed the comparison to 17-18 old formula vs. 18-19 new formula, therefore moving to an "apples vs. oranges" format, and making many more "winners" because of the $87 million increase in funding for k-12 education in 2018-19.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Here is a a <a href="https://drive.google.com/file/d/1mvW_ie-5r0pWFO_KZgDNEyeQY4jWF5PE/view?usp=sharing">link </a>to the valid comparison, between 17-18 old formula and 17-18 new formula.</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<b style="font-family: georgia, "times new roman", serif;">SYSTEM WEIGHTING</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The idea of the new formula, at least initially, was to fund students and not classroom units, and to weight students based on particular characteristics. So a student who qualified for free/reduced lunch was weighted at 1.25, an English Language Learner at 1.35, and a Special Education student at 1.5. Gifted and Talented students received a lesser credit, as well.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Originally, this was to be the primary purpose of the new formula, and it was what we heard about at our meetings with the Education Commission of the States representative, and from Marguerite Rosa, the Georgetown professor and funding expert who visited with various education leaders in the state.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Though we knew that there would be winners and losers in this arrangement unless additional funds were pumped into funding, we did understand the logic of the changes, since students with the characteristics described above often require more resources to effectively teach.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">But we also knew that a formula with these factors would clobber Charter schools, which have many fewer students with any of the 3 characteristics, and have long been the subject of criticism because they are not at all diverse. Indeed, using just those factors, most charters took major funding hits. So in the most recent version of the formula, poverty (free/reduced lunch percentage) and ELL (Limited English) are minimized initially, and the Small District factor plays a large role.</span></div>
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<b style="font-family: georgia, "times new roman", serif;">THE CHARTER WINDFALL - SMALL DISTRICTS?</b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">There's an obscure piece of the current funding formula which was meant to help tiny districts which don't have enough students to even fill particular grades. They have for years been given help because they have particular fixed costs which have to be met, and they are isolated with no way to consolidate with another entity.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In the the proposed funding formula, the "small district" factor is applied to almost very charter school in the state, <b>even though the purpose of the factor never was to help schools with full grade levels and "waiting lists". </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's sort of a square peg in a round hole solution, but it serves to provide a windfall to charters who have not from the beginning been as diverse as public schools . Each and every charter that meets the requirements of this factor reaps big bucks. It's no wonder BLUUM Executive Director Terry Ryan<a href="https://www.idahoednews.org/voices/school-funding-formula-hijinks/"> came out in favor of the formula and chided educators who oppose it.</a></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's an example of why charters and true "small districts" are not the same.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Small rural districts such as Bliss and Salmon River have always been given some benefit because they have fewer than a "full class" at each grade level; Rolling Hills and Legacy are typical smaller charters, and have full classes at each grade level.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Even with a recent "tweak" to their status, small rural districts are losers in the proposed formula and smaller charters make gains. But they are not similar in any way, including demographically, where small districts are usually economically diverse and charters are typically not.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There are some large charters (Sage, Coeur d'Alene, and North Star, for example) that do not qualify for the "Small District" factor. They do not fare well in the proposed formula, as you will see.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>THE WEALTH FACTOR</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">With this factor, known jokingly as the "Robin Hood" weight, the formula takes from the "rich" and rewards "poor" districts, <b>even though all but a few of Idaho school districts are funded well below the national average. </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Whether or not the districts in question have an ongoing levy, the "wealth factor" uses property values to assess a penalty to districts which meet the wealth criteria and provides a bonus to those that don't. The biggest losers here are the property rich areas of the state - Ada County, Kootenai County (Coeur d'Alene, Lakeland, Post Falls), and Lake Pend O'reille (Sandpoint), Teton County, and others, which essentially donate to other areas of the state.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">But since the wealth factor relies on property values rather than poverty among students, we get some odd winners and losers in the overall formula. Here are a few of the anomalies:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Some of the issues with the wealth adjustment are:</span><br />
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Disparity from Student Poverty Levels</b> - Districts with similar free/reduced lunch percentages are penalized or given a bonus, because of the available "wealth" in those districts in the form of property value. <b>But the real indicator of wealth or poverty is the status of the students in the district. </b>No one thinks of Bliss or American Falls as "wealthy" districts, because 64% and 82% of their students meet qualification criteria for free/reduced lunch, but neither district qualifies for the wealth adjustment because of their market values.</span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Rapid Market Value Growth Leads to Revenue Loss </b></span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">The formula is pretty simple, really; market value divided by student enrollment in a given school district, compared with the average in the state. So, a particular school district which in the current proposed formula gets a wealth adjustment but is ripe for rapid market value growth (Twin Falls, Nampa, West Ada, Kuna, Vallivue, Middleton, Post Falls, for example) <b>would see the wealth adjustment go from being a positive to a negative in just a few years</b>. </span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;">We can see an example of this phenomenon just by updating the data in the spreadsheet presented to the committee to 2018-19 numbers. West Ada's market value has grown by an astonishing $4.7 billion since 2016-17, an annual rate of increase of about 14%. The district's enrollment has grown rapidly as well, but at a lower rate. <b>As a result, West Ada will fall out of qualification if the new formula is approved, and instead of losing about $880k overall, will lose $10.4 million dollars in ongoing funds!</b> To put it into perspective, $880k is equivalent to about 18 teachers; $10.4m is equivalent to about 210 teachers.</span></li>
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Districts just above or below qualification for the Wealth Adjustment may "yo-yo" back and forth, getting it one year and the losing it the next. </b>For these districts, gains in Market Value or fluctuations in enrollment could cause nightmares for budgeting, because they will gain or lose depending on the fluctuations. Districts in the most precarious position for this phenomenon include small districts like Buhl, Hansen, Murtaugh, Kamiah, Castleford, Wilder, Potlatch, Troy, and Kellogg, and larger districts such as Post Falls and West Ada.</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">In Part 3 of this series, we will take a look at the overall losers in the proposed formula, and compare SES for those districts to some of the "winners". In Part 4, we will suggest an alternative to the committee's proposal.</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-65059685980546471512019-01-08T20:43:00.000-07:002019-01-08T20:43:20.911-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>THE NEW "PROPOSED" FUNDING FORMULA </b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>WINNERS AND LOSERS...AND MORE</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Unless you read <a href="https://www.idahoednews.org/news/committee-recommends-new-funding-formula-model/">Idaho Ed News </a>regularly, you probably aren't aware that a brand new k-12 funding formula is being proposed, and will come to the Idaho Legislature this session.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The proposed new formula will put an end to the most successful idea to come from the Governor's Task Force, the popular Career Ladder. The Career Ladder has brought stability to the funding of salaries, provided evaluative accountability, funded over 10% in increased salaries for teachers, and valued education levels of teaching staffs across the state. Instead, the Career Ladder moneys will be folded into the new formula, and the language associated with the Ladder will pertain to a "Local Career Ladder", which means it will apply to local district salary schedules.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">One of the most important charges given to the Funding Formula Committee was to "transition the Idaho public school funding formula from a resource allocation funding formula to a student-centered funding formula that includes a base funding amount per student with weights added thereto for special populations".</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">When the process began, we heard that exactly that was to happen - the advisors to the committee, Marguerite Rosa and Michael Griffith, recommended weighted counts for special populations - in the first version of the formula, Special Ed students were weighted at 1.5, ELL students at 1.35, and Free/Reduced lunch qualifiers at 1.25. The most recent versions of the formula have gone far afield from the original charge given to the committee.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Let's fill in a bit of the backstory - how we got here.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">PROPERTY, THEN SALES</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The current formula was developed in 1995, as a compromise to "distribute" funding more or less fairly among districts, using property taxes collected across the state. Those property taxes were then equalized for demography and distributed among districts. That all changed in 2006, when then Governor Risch convened a one-day legislative session and changed the source of funding to the sales tax and some other sources. At the time, the legislature promised to fully fund k-12 education. However, because sales tax revenues are more unpredictable than are property taxes, schools suffered a dramatic blow during the Great Recession, and still have not totally recovered.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">CHARTER SCHOOLS </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Charters entered the discussion in 1998, when the legislature passed a law permitting them. At first their growth was capped, but State Superintendent Luna sponsored legislation to lift the cap, and charter growth accelerated, assisted by an arm of the Albertson Foundation called BLUUM, which is dedicated to rapid expansion of charters (their goal is 20,000 charter seats in 10 years.) Of course, the pie can only be sliced so many ways, so the addition of over 50 "Local Education Agencies" (charters) has negatively affected school funding in Idaho.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Charters in Idaho were funded on average at a higher rate in 2017-18 than were public schools:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Charter schools cannot run bonds or levies to build buildings or add programs, and some of their additional funding is intended to help with building costs.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">However, school districts, as entities headed by representative elected boards, can and do run levies, which in most cases require a simple majority for passage. In 2012, for example, Boise ran a levy to maintain class size as we reached a funding crisis because of the recession. That levy passed with 76% "yes" votes, and the District used the funds to manage the crisis.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Levies are made against property tax values, and so are much more difficult in districts that are property tax poor, and lack significant industry. So it costs the individual taxpayer almost $9 more per $100,000 property in Bear Lake than it does in Pocatello for a levy. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Levies are typically good for 2 years, though several districts can run them for longer periods, and Boise's charter allows for a permanent levy. One reason, then, that levies are precarious for districts is that many districts are funding ongoing expenses with 2-year levies. That's not a good business practice, but the districts are desperately trying to fund critical programs and teacher salaries.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">However, because of the paucity of state funding for schools in Idaho, more than 90 districts currently have levies, which raise their expenditures per student. </span><span style="font-family: "georgia" , "times new roman" , serif;">With the passage of local levies across the state, funding for school districts has become more and more uneven. In the new funding formula, as you will see, the committee has advocated a a solution in which money is taken from from property rich districts (whether or not they have a large levy), and given to property poor districts (no matter the local effort they make).</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In Part 2, we will take a look at the elements of the proposed formula.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-83501406011649208762018-12-26T14:05:00.003-07:002018-12-26T14:05:53.933-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">MAKING COLLEGE DREAMS REALITY</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">AVID AT TWELVE YEARS</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Time flies - it seems like just yesterday that the AVID programs began its Boise District run at Fairmont Junior High School, with a small group of seventh graders who were recruited to take part in a brand new program that encouraged habits for successful entry into and completion of post-secondary degrees.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">For those who are not familiar with AVID (Advancement via Individual Determination), it began in San Diego, California in 1970, and has spread across the country. Participation in AVID requires that schools identify non-traditional students from the "forgotten middle" - kids have potential but who likely would not choose college without the benefit of the AVID program.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">These students are recommended by their elementary school teachers, and enrolled in an AVID "elective" in seventh grade, along with enrollment in Accelerated Math and English classes. In the AVID elective class , they receive subject-matter tutoring, along with organization and study skills and a belief they will succeed in college.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In high school, AVID students visit college campuses around the northwest, apply for grants and scholarships, and typically enroll in one or more Advanced Placement classes. The expectation is that they will "go on" and be successful.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>College-Going and Persistence</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">One of the things that the AVID program has done particularly well is to get students off to a good start in college. A far higher percentage of AVID students enroll the fall after high school graduation than enroll from the Boise District as a whole or statewide.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Insofar as the number of students who have persisted from among the multiple classes and are either still enrolled in college or have graduated, here are the data </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As you can see, a substantially higher percentage of AVID college students are still enrolled as of the fall of 2018 than are enrolled from the District as a whole. Comparable statewide data were not available.</span><br />
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<b><span style="font-family: "georgia" , "times new roman" , serif;">College Degrees, Locations, and Fields</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Thus far, 76 AVID students have graduated from college with a certificate or a 2- or 4-year degree. These students have earned 52 Bachelor's degrees, 17 Associate's degrees, and 7 certificates.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">AVID college grads have earned degrees and certificates from 20 different colleges and universities. 19 degrees have come from Boise State University, 14 from the University of Idaho, 11 from the College of Western Idaho, 7 fro the College of Idaho, and 5 from Idaho State University. Other colleges of note from which AVID grads have earned degrees include Baylor University, University of Southern California, Oregon State University, Pepperdine University, Northwest Nazarene University, University of Utah, Lewis-Clark State College (4), Whittier College, and Northern Arizona University.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The largest number of AVID college grads have received degrees and certificates in Arts and Humanities majors (24), followed by STEM degrees (17), and degrees in Business (12).</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">We will continue to update our AVID students' progress on a regular basis Looking to report 100 college grads next year at this time!</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-59820344856159262512018-12-05T12:32:00.000-07:002018-12-05T12:32:42.755-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>CLASS OF 2018 COLLEGE DESTINATIONS</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">This is the time of year when we receive our National Student Clearinghouse report on the status of our high school grads from previous years. We can examine the progress of graduating classes, analyze trends with student majors, and look at "go-on" trends for our students.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's some information about the Class of 2018, the most recent high school graduating class from the Boise District.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Destinations</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Boise District Class of 2018 graduates are attending college in 37 states and the District of Columbia. Nearly 2/3 of our grads are attending school in Idaho. Of the rest, the highest percentage is attending in Utah (9%). </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The most popular individual colleges are Boise State (280 attendees, 29% of the total) , the College of Western Idaho (143, 15%), the University of Idaho (89, 9%), the University of Utah (55, 6%), Idaho State University (30, 3%) and Montana State University and the College of Idaho (19 each, 2%). </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">By way of </span><a href="http://data-points-boise-schools.blogspot.com/2014/10/boise-district-students-college.html" style="font-family: georgia, "times new roman", serif;">comparison</a><span style="font-family: "georgia" , "times new roman" , serif;">, BSU, CWI, and ISU received about the same percentage of Boise District students from the class of 2018 as they did from the class of 2013. The University of Idaho, however, is down 3% compared with 2013, from 12% to 9%, and the University of Utah received 25 students (about 3% of the total) in 2013 and 55 (6%) this year. Overall, colleges in Utah received 6% of Boise District grads in 2013 and 9% in 2018.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are the most popular individual college attendance figures broken down by high school:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's interesting to note that the enrollment to the University of Utah is almost entirely from Boise and Timberline, and that U of U enrollment from those schools now almost matches that of the University of Idaho.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">I<b>n-State and Out-of-State Enrollment</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Though almost 2/3 of Boise District students are enrolled at in-state schools, the percentages vary among District high schools.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">As you can see, Boise is the only high school from which the majority of college-going students attend out-of-state schools. Four of five Borah grads attend in Idaho, 75% of Capital grads stay in the state, and just under 2/3 of Timberline students attend in the state, which is about the District average.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>2-Year and 4-Year College Attendance</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In the high school graduating class of 2013, 78% of college-going students attended a 4-year college. In the class of 2018, the percentage attending 4-year colleges is...79%. <b> </b>So not much has changed. But the pattern varies among the five District high schools.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Boise and Timberline have the highest percentages of students attending 4-year colleges, but the strong majority of Borah and Capital students attend 4-year schools, as well.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Among the notable 4-year schools our students are attending are (by state):</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Arizona - Arizona State 4, University of Arizona 7, Northern Arizona 4</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">California - California Institute of Technology, Pitzer College 2, Pomona College, Scripps College 2, UCLA, USC</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Colorado - Colorado School of Mines 5, Colorado State 3, University of Colorado 7, University of Denver 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">District of Columbia - George Washington 3</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Florida - Embry-Riddle 3, University of Florida</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Georgia - Emory University</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Illinois - Northwestern, University of Chicago, University of Illinois 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Kansas - Kansas State, University of Kansas</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Louisiana - LSU 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Massachusetts - Emerson College, MIT 2, Northeastern 2, Wellesley</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Minnesota- Macalester College 2, St. Olaf College 3, University of Minnesota</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Montana - University of Montana 10</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">New Hampshire - Dartmouth College 3</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Nevada - Nevada-Reno 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">New York - Columbia, Pratt Institute</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Ohio - Bowling Green 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Oklahoma - University of Oklahoma</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Oregon - Lewis and Clark College 2, Oregon State 4, Pacific University, Portland State University 3, University of Oregon 3, University of Portland 4, Western Oregon University, Willamette University 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Pennsylvania - University of Pennsylvania</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Rhode Island - Brown University</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Tennessee - Union University</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Texas - Baylor, Texas Christian University 3, Texas Tech</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Utah - Utah State University 9, BYU 10, Westminster College 6, Weber State 2</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Virginia - William and Mary, University of Virginia 2, Virginia Commonwealth </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Washington - Central Washington 2, Gonzaga 4, Seattle University, Seattle Pacific, University of Washington 6, Washington State 6, Western Washington 5, Whitman 3, Whitworth 4</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-5129900274349755662018-11-23T11:49:00.001-07:002018-11-23T11:49:16.934-07:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>NEW IRI RESULTS </b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>MAKE CASE FOR PRE-K</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Fall kindergarten results from the new (IStation) Idaho Reading Indicator make clear (again) that Pre-kindergarten classes are needed in Idaho.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Across the state, 45% of kindergartners were judged to be at grade level on the new assessment, a bit lower than on the previous IRI, but still demonstrative of the need for preparation of entering kinders.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As it was with the "old" IRI, the new one is highly reflective of poverty. Though there are a few surprises, in general schools with higher poverty levels perform more poorly on the Fall kindergarten IRI than do those with lower levels of poverty. Put simply, more kids in those high-poverty schools lack the pre-reading skills necessary for "grade level" performance on pre-reading tasks.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">About 3/4 of statewide schools with kindergartens were provided by the State Department of Education for analysis. Just over 100 schools had few enough kindergartners so as to require data masking of the number of "grade level" students. Even so, it was no surprise that particular high poverty schools had the lowest percentages of grade level students.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">In the Treasure Valley, the lowest percentages of "grade level" kindergartners were at these schools:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Cynthia Mann, in northwest Boise, is a bit of a surprise, but it's not unusual to have a low-scoring kindergarten class once in a while. The other nine are not one bit unexpected.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">All told, there were seventy schools with under a third of their students ready for kindergarten reading. These schools would be a great subject for an affordable pilot in Idaho, to see if high quality pre-k will make a difference for us.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Just by way of comparison, here are the ten <b>highest-scoring </b>kinder classes by school in the Treasure Valley. You hardly need the grade level info to predict which schools are on this list, as long as you have the free/reduced lunch percentages.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Schools like Highlands aren't on this list because they didn't have enough students in one or more categories (scores of 3, 2, or 1). </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">As you might expect, most charters are at the top end of the scale, with high percentages of students at grade level.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">There are two charters that show low levels of kindergarten readiness on the new IRI- Blackfoot Community Charter, which has 52% free/reduced lunch and about 27% on grade level, and Heritage Community Charter in Caldwell, with 70% frl and 30% at grade level on the fall 2018 kindergarten IRI. Note from above that I.T. Stoddard Elementary in Blackfoot and a number of Caldwell schools have very low readiness levels, as well. Otherwise, the other 100 lowest grade level rates are at public schools with high levels of poverty.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">The evidence is convincing to us. High quality pre-k programs at high poverty schools with low readiness rates will make a difference. We have shown it at Hawthorne and Whitney in the Boise District. Let's give it a try in a pilot!</span><br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-6533070723778943502018-11-22T11:13:00.004-07:002018-11-22T11:14:31.208-07:00<div style="text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are some interesting stories from the education world.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.abc15.com/news/state/arizona-proposition-305-fails-reducing-school-vouchers-available-to-families">Voters Block Expansion of Vouchers in Arizona</a></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Yesterday, voters in Arizona blocked the Governor's plan to expand the tax credit scheme he has supporting, voting 2 to 1 against Proposition 305. The measure was put on the ballot via a petition drive by <a href="https://sosarizona.org/">Save Our Schools Arizona</a>, a volunteer group similar to Parents and Teachers Together, the Idaho group that played a prominent role in <a href="https://stateimpact.npr.org/idaho/tag/propositions-1-2-3/">overturning</a> the Luna Laws in 2012.</span></div>
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<a href="https://www.theatlantic.com/ideas/archive/2018/11/income-inequality-explains-decline-youth-sports/574975/?utm_source=feed"><span style="font-family: "georgia" , "times new roman" , serif;">American Meritocracy Is Killing Youth Sports</span></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">From Derek Thompson, writing in <i>The Atlantic </i>comes a story about the decline of youth sports participation among lower income kids, and the relationship of the decline to club and travel leagues.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Thompson writes, quoting Tom Farrey, of Aspen's Sports and Society Program" <i>“Kids’ sports has seen an explosion of travel-team culture, where rich parents are writing a $3,000 check to get their kids on super teams from two counties, or two states, away...When these kids move to the travel team, you pull bodies out of the local town’s recreation league, and it sends a message [to those] who didn’t get onto that track that they don’t really have a future in the sport.” The result is a classist system: the travel-team talents and the local leftovers.</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.chalkbeat.org/posts/us/2018/11/13/former-camden-superintendent-on-testing-the-drawbacks-currently-outweigh-the-benefits/">Like most superintendents, I cared a lot about test scores. Too much, it turns out</a>, is a column written by former Camden, New Jersey Superintendent Paymon Rouhhanifard, published in <i>Chalkbeat</i>, in which he discusses his decision to remove school standardized test scores from the district's report card, against the wishes of his cabinet members. From the article:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>"We are spending an inordinate amount of time on formative and interim assessments and test prep, because those are the behaviors we have incentivized. We are deprioritizing the sciences, the arts, and civic education, because we’ve placed most of our eggs in two baskets. We are implicitly encouraging schools to serve fewer English language learners and students with an IEP. We are spending less time on actual instruction, because that’s the system we’ve created."</i></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">Also from <i>Chalkbeat </i>is<i> </i><span style="background-color: white; color: #4f4f4f;"><a href="http://in%20most%20u.s.%20cities%2C%20neighborhoods%20have%20grown%20more%20integrated.xn--%20their%20schools%20havent-758p./">In most U.S. cities, neighborhoods have grown more integrated. Their schools haven’t</a>, by Matt Barnum, in which the author details the results of a <a href="https://www.tandfonline.com/doi/abs/10.1080/0161956X.2018.1488385?journalCode=hpje20">study </a>of neighborhood and school integration segregation trends by Ryan Coughlan. The article includes a chart in which you can see the trends for 100 of the largest cities in America (Boise is not included).</span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; color: #4f4f4f;">And a couple of fascinating articles that are not directly tied to education:</span></span></div>
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<span style="color: #4f4f4f; font-family: "georgia" , "times new roman" , serif;"><a href="https://www.nytimes.com/2018/11/15/upshot/housing-market-slumping-despite-booming-economy.html">Why the Housing Market Is Slumping Despite a Booming Economy</a>, by Neil Irwin writing for <i>The Upshot, </i>shows how accelerating home prices have resulted in a slowing of the market nationwide.</span></div>
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<span style="color: #4f4f4f; font-family: "georgia" , "times new roman" , serif;">"There is precedent for this, and it isn’t a happy one. In the last housing boom, new home sales peaked in July 2005, and home prices didn’t start declining until May 2006. It didn’t start to hurt the overall economy until December 2007, when the damage had spread through an overleveraged global financial system.</span></div>
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But that doesn’t mean this episode has to end in tears. Home prices are not nearly as out of line with incomes as they were then; speculative activity hasn’t been nearly as frothy; and consumer debt levels are considerably more measured."</div>
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</span><span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://fivethirtyeight.com/features/why-californias-wildfires-are-so-destructive-in-5-charts/amp/">Why California’s Wildfires Are So Destructive, In 5 Charts</a>, is from 538 and was written by<br />By Christie Aschwanden, Anna Maria Barry-Jester, Maggie Koerth-Baker and Ella Koeze. The five charts used in the article tell at least part of the statistical story behind the tragic fire season in California this year.</span><span style="color: #4f4f4f; font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-69367128747973883772018-10-05T14:20:00.000-06:002018-10-05T14:20:46.103-06:00<div style="text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>COMPARISONS OF CHARTER/PUBLIC </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Making fair comparisons of achievement between schools is difficult work. It's important, though, to go through the steps of leveling the demographic playing field before comparing them.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Take this chart from an Idaho Ed News column written by Terry Ryan, BLUUM Executive Director:</span><br />
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<a href="https://3.bp.blogspot.com/-b8mKb-LuWqc/W65UDG79xFI/AAAAAAAAC_Y/V3eLcvw6rzgYmjXVcVx4it1wpJhOUwWAgCLcBGAs/s1600/ryan%2Bdemographics.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="488" data-original-width="787" height="247" src="https://3.bp.blogspot.com/-b8mKb-LuWqc/W65UDG79xFI/AAAAAAAAC_Y/V3eLcvw6rzgYmjXVcVx4it1wpJhOUwWAgCLcBGAs/s400/ryan%2Bdemographics.JPG" width="400" /></span></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;">As you can see, Ryan compares three districts (Boise, Nampa, and West Ada) with the state of Idaho's low income and ethnic data, and then throws the statewide charter school averages into the mix, treating charters as if they are one "school district".</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There's a little sleight of hand going on here, though. So statewide charters have about the same percentage of low income students as Boise - so what. That's an irrelevant statistic. The charters that actually are located in Boise - ANSER, Sage, and the Village - all have low income percentages that are far lower than that of the Boise District. The same can be said for most charters located in West Ada and in Nampa. And, conveniently, percentages of Limited English and Special Education students, which are typically very low in charters, are completely left out of the mix.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In another post, Ryan touts academic performance of charters compared with public schools across the state, as he argues for more flexibility and more money for charters:</span><br />
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<a href="https://1.bp.blogspot.com/-8M9HkARAVnI/W65cOTzHCsI/AAAAAAAAC_s/C-p8vXSIu74cSN8pvDFRvpbWWZyQpA2gQCLcBGAs/s1600/charter%2Bperformance.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="357" data-original-width="830" height="171" src="https://1.bp.blogspot.com/-8M9HkARAVnI/W65cOTzHCsI/AAAAAAAAC_s/C-p8vXSIu74cSN8pvDFRvpbWWZyQpA2gQCLcBGAs/s400/charter%2Bperformance.JPG" width="400" /></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Again, so what. Given the lower poverty rates and miniscule percentage of Limited English students (who are almost all poor) in Idaho charters statewide and the high correlation of the SBAC to poverty rates, they should achieve more highly. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's important to note here that only two (2) of Idaho's 51 charters (4%) have Limited English populations greater than 5%, while 128 of 346 (37%) public elementary schools have more than 5% LEP population. Further, 9 of 51 (18%) charters have >50% free/reduced lunch population, while 180 of 346 (52%) of public elementary schools have greater than 50% free/reduced lunch populations.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">But there's another way to look at achievement that creates a more level playing field. In this method, we match schools by important demographic characteristics, and see how they compare on measures of academic performance. Since all <a href="https://chartercommission.idaho.gov/schools/documents/All%20Charter%20Data%20Sheets%204-28-15.pdf?cache=1538680499635">Idaho charters </a>have elementary cohorts, we have focused on achievement and demographics at that level.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Schools with <20% Free/Reduced Lunch Count</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's the first example of schools with like demographics: </span> <span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><br />
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<a href="https://1.bp.blogspot.com/-UvPCRypyHVQ/W65iHSGBqVI/AAAAAAAADAA/_pnZ4dkyaRcCxupFQcWa0PEPbt4zXihBwCLcBGAs/s1600/falcon%2B1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://1.bp.blogspot.com/-UvPCRypyHVQ/W65iHSGBqVI/AAAAAAAADAA/_pnZ4dkyaRcCxupFQcWa0PEPbt4zXihBwCLcBGAs/s400/falcon%2B1.jpg" width="400" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;"> As you may know, <a href="https://www.westada.org/sevenoaks">Seven Oaks Elementary</a> is in Eagle and <a href="https://roosevelt.boiseschools.org/">Roosevelt </a>is in Northeast Boise off of Warm Springs. <a href="http://www.falconridgecharter.org/">Falcon Ridge Charter </a>is out on Ten Mile Road towards Kuna, and <a href="https://syringamountainschool.org/">Syringa Mountain</a> is the Waldorf school in Sun Valley - it was the first Waldorf School in Idaho, and Peace Valley on Federal Way is the second. Also, Falcon Ridge has about half the percentage of Special Ed kids as the other 3 schools.</span><br />
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<a href="https://3.bp.blogspot.com/-DoYdaMSq4Io/W7KJQsWuJZI/AAAAAAAADBg/ZFObEXfiz20Mg1Cz5r2z_7bXncpEwIxdACLcBGAs/s1600/falcon%2B2%2Bela.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://3.bp.blogspot.com/-DoYdaMSq4Io/W7KJQsWuJZI/AAAAAAAADBg/ZFObEXfiz20Mg1Cz5r2z_7bXncpEwIxdACLcBGAs/s400/falcon%2B2%2Bela.jpg" width="400" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">As you can see, Roosevelt's achievement is quite good and Seven Oaks and Falcon Ridge Charter have achievement that's above average.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Math has always been a strength for Roosevelt, even when compared to schools with similar demographics; Falcon Ridge Charter and Seven Oaks have strong math performance, as well. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">Syringa Mountain Charter takes a different approach to academics and curriculum. You can see their <a href="https://syringamountainschool.org/curriculum-overview/">curricular philosophy</a> on their website, as well as information about the <a href="https://syringamountainschool.org/what-is-waldorf-inspired-education/">Waldorf pedagogy</a>.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Following are four comparisons of schools with similar demographics. Comparison one:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://www.rhpcs.org/">Rolling Hills Charter</a> sits on the border of West Ada and Boise, on old Highway 55. <a href="https://www.cdaschools.org/Domain/175">Sorenson </a>is a Magnet School for the arts in the Coeur d'Alene District. <a href="http://silvertrail.kunaschools.org/">Silver Trail</a>, as noted above, and <a href="http://www.sd25.us/GATE-CITY/home">Gate City</a> is in Pocatello District #25.</span><br />
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<a href="https://1.bp.blogspot.com/-2iokKqF9eyE/W66QMG2-3OI/AAAAAAAADAc/uzulIwZC9kcS2cfX4kWNDyYJ5snTHlIxwCLcBGAs/s1600/rolling%2B2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://1.bp.blogspot.com/-2iokKqF9eyE/W66QMG2-3OI/AAAAAAAADAc/uzulIwZC9kcS2cfX4kWNDyYJ5snTHlIxwCLcBGAs/s400/rolling%2B2.jpg" width="400" /></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">This chart shows English Language Arts achievement on the SBAC, in terms of average Standard Score and Idaho percentile ranking for the demographically similar schools in the comparison. Sorenson could serve as a model for ELA achievement at all three grade levels.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The schools are more closely grouped for SBAC math achievement, but again Sorenson's scores are quite good, in the "high average" range.</span><br />
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<b style="font-family: georgia, "times new roman", serif;">Schools with 30-40% Free/Reduced Lunch Count</b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Here's one more comparison, for schools with free/reduced lunch percentages between 30 and 40.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="http://www.libertycharterschool.com/">Liberty Charter </a>is one of Idaho's older charters, having been founded in 1999. <a href="https://lena.msd281.org/lena_home">Lena Whitmore</a>, built in 1952 and named after a beloved teacher in the Moscow District, is just outside the campus of the University of Idaho in Moscow. McCall's <a href="https://www.mdsd.org/barbararmorganelementary">Barbara Morgan Elementary</a> is the namesake of the former teacher and astronaut. <a href="https://pf.tfsd.org/">Pillar Falls Elementary</a> is one of the two new schools in the fast-growing Twins Falls District, having opened in 2016. Note that Pillar Falls and Liberty Charter have about half the percentage of Special Ed students as Morgan and Whitmore.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">All of these schools had "high average" (60th to 76th percentile) or "average" (41st to 59th percentile) achievement in ELA; Whitmore and Morgan had "above average" (77th to 88th percentile) achievement in 5th grade.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">On this slide, Liberty Charter's 5th grade math achievement was notable, clearing the 80th percentile and matching math achievement at Roosevelt, a schools with 1/3 the free/reduced lunch percentage. Otherwise, average and high average achievement was the norm.</span></div>
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<b><span style="font-family: "georgia" , "times new roman" , serif;">Schools with >40% Free/Reduced Lunch Count</span></b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">It gets more and more difficult to find matching Charter schools when we are looking for schools with 40% FRL and above, especially when we are trying to match Limited English and SpEd, as well. However, here are a group of high poverty public and charter schools that fit each one of the characteristics.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="http://heritagecommunitycharter.com/">Heritage Community Charter</a> is in Caldwell, and <a href="https://heritageacademyid.org/">Heritage Academy </a>is in Jerome. Both charters opened in 2011. <a href="https://willowcreek.nsd131.org/">Willow Creek</a>, one of the Nampa School District's newer schools, opened in 2005. <a href="https://www.minidokaschools.org/domain/3082">Heyburn </a>Elementary School in the Minidoka County District opened in 2009.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">It's interesting to review results for schools with free/reduced lunch percentage as high as these schools have. The scores are typically not as high as for schools with lower FRL percentages (and no LEP population, typically). However, Heyburn's ELA scores in all 3 grades and Willow Creek's in 5th are worthy of comment. For Heyburn to achieve scores at the state average is impressive -this is a school worthy of recognition from the state of Idaho. Heritage Community Charter and Heritage Academy both showed solid performance in 5th grade. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Again, in math, Heyburn and Willow Creek evidenced excellent performance for schools with their demographic characteristics. Heritage Community Charter showed solid performance in 3rd and 4th grade.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">To be sure, there are other charters and public schools, that have excellent performance on the SBAC, IRI, or SAT, and these are just a sampling of the matches we might find. But, with schools that have 50% or higher FRL percentages, it's tough to find matching charters for the public schools, especially when we attempt to consider Limited English population as an important factor. The two charters in the slides above are the only two in the state with LEP percentages above 5%. </span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-7795389870053360492018-10-05T13:10:00.000-06:002018-10-05T14:18:22.494-06:00<div style="text-align: center;">
<b><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">WHAT DO LEBRON JAMES AND </span></b><br />
<b><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">BOISE SCHOOLS HAVE IN COMMON? </span></b><br />
<b><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">OUR COMMITMENT TO COMMUNITY SCHOOLS</span></b><br />
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<span style="font-family: Georgia, Times New Roman, serif;">By Boise District Data Analyst Becca Anderson</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Earlier this year, LeBron James made headlines with the opening of his new school in Akron, Ohio, <a href="http://www.latimes.com/sports/lakers/la-sp-lakers-lebron-james-i-promise-20180729-htmlstory.html">I Promise</a>. The school is not a charter or private school, but actually part of Akron Public Schools, and James received praise for his support of public schools.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0vEj7gNCFU2glPfrT0x22fAdUOjWyXCShUX8hnEpJrAbsJ-F-wMID9AO7ZeEZlSeuMIVRXGGT7lqiT0oM48s7xy54DuG5KUNZzPFt-t_ruF0BjCGjqZFqrMmqByuBDIv3Z9pC8ov8eoM/s1600/Community+School+Logo+-+Medium.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="1600" data-original-width="1562" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0vEj7gNCFU2glPfrT0x22fAdUOjWyXCShUX8hnEpJrAbsJ-F-wMID9AO7ZeEZlSeuMIVRXGGT7lqiT0oM48s7xy54DuG5KUNZzPFt-t_ruF0BjCGjqZFqrMmqByuBDIv3Z9pC8ov8eoM/s200/Community+School+Logo+-+Medium.jpg" width="195" /></span></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;">But here’s what’s even better: the LeBron James Family Foundation’s annual two million dollar investment cements the long-term funding of support services to students and families at the school, including a daily food and household items pantry, GED and job search support for parents, counseling and more. “I think the missing link in public education is that family wraparound support,” said Brandi Davis, the school’s principal in an<a href="https://www.npr.org/2018/08/01/634492350/principal-of-lebron-james-i-promise-school-talks-about-mission" target="_blank"> interview with NPR</a>.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Though SB Nation’s headline read, “<a href="https://www.sbnation.com/2018/7/31/17634370/lebron-james-school-akron-i-promise-different">How LeBron James' new public school really is the first of its kind</a>,” these wrap-around services are something Boise Schools believes in, as well, and has embraced. The concept is called Community Schools, and in the 18-19 school year, Boise Schools has six Community Schools: Taft, Whittier, Garfield, Whitney, Morley Nelson, and Frank Church.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Community Schools supports strategic community partnerships designed to eliminate barriers to learning. As stated on the Boise Schools website, Community Schools’...</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">“integrated focus on academics, health and social services, youth and community development, and family engagement leads to improved student learning, stronger families, and healthier communities.”</span></blockquote>
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<b><span style="font-family: "georgia" , "times new roman" , serif;">If we break down the barriers to school success, what happens to student achievement?</span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Nationally, the Community Schools model is promising. “The evidence base on well-implemented community schools and their component features provides a strong warrant for their potential contribution to school improvement,” a <a href="https://nepc.colorado.edu/publication/equitable-community-schools" target="_blank">National Education Policy Center brief </a>finds.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In <a href="http://www.communityschools.org/results/system_results.aspx" target="_blank">a national study</a>, high-implementing CIS (Communities in Schools) schools “outperformed non-CIS schools on measures of dropout and graduation rates. Studies demonstrated significant improvements… in dropout, retention, academics, attendance, and behavior measures.”</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">In Boise, we are tracking increased attendance, positive behavior outcomes, involvement in enrichment activities, and parent participation, among other data, to see the impact of Community Schools. Though it’s early, the commitment we’ve made to Community Schools complements our dedication to strong neighborhood schools and helps to ensure every student is ready to learn every day, and we expect it to pay dividends.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Watch a video about Boise Community Schools <a href="https://youtu.be/f_VtMCUef_E">here</a>.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Read more about LeBron James and Akron Public Schools <a href="https://www.theatlantic.com/education/archive/2018/08/lebron-james-school-unique/568243/">here</a> and read the master plan of I Promise <a href="https://drive.google.com/file/d/0BwzQ_hbhzMOEUXZFdXVBelJvalRHbTR4czFOZzQ0bzVEYUQ0/view">here</a>.</span>Boise School Districthttp://www.blogger.com/profile/02898555222146409898noreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-43889786427036537322018-09-27T12:59:00.000-06:002018-09-27T14:21:44.933-06:00<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>BOISE DISTRICT'S DATA-INFORMED </b></span><br />
<b><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">MARKETING CAMPAIGN</span></b></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As educators, we are not very good at telling our story. The Boise District provides for its students a comprehensive liberal arts education unrivaled in the state of Idaho, but we can no longer take for granted that our community fully understands the exceptional value of our neighborhood schools.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Over the past six months, the Boise District's Communications Committee has conducted a patron satisfaction survey and begun planning a Board-approved marketing campaign to get the word out about the quality of district programs and personnel.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Idaho Education News, the Albertson Foundation-funded online education publication, ran an article last week about the campaign. Ironically,</span><span style="font-family: "georgia" , "times new roman" , serif;"> the Albertson Foundation's "20 in 10" initiative to provide 20,000 Idaho charter seats in 10 years, and the Foundation's multi-million dollar "Don't Fail Idaho" marketing campaign are two of the primary reasons why we need to get the word out about the quality of Boise's schools.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>THE SURVEY</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The first thing the committee did was to undertake a survey of district patrons, for which the District contracted with Patinkin and Associates, the same group that conducted the survey for the 2017 bond, which was paid for by Friends of Boise Schools. The purpose -- to find out how patrons feel about Boise's schools. Patinkin surveyed 500 patrons, with a margin of error of +/-4.4%.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Question 6 gauged how patrons felt about Boise's Schools:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">We thought that the results on this question would come back favorable, and were pleased to see that a strong majority (almost matching the level of support for the 2017 bond) said "very well" or "pretty well" in answer to #6.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">However, there were some patterns in the underlying data that gave us information about those on whom we might focus going forward. For instance:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The most interesting response to this question was "don't know". Fully a quarter of survey respondents chose this option, providing us an opportunity to educate them about advantages of attending district schools, such as <b>having smaller class sizes and well-qualified, experienced teachers.</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">And about those newcomers who might not know enough about our schools - who are they?</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It's not surprising that people who have been here less than 5 years might think less well of the schools, perhaps depending on the locale from which they came. However, this is another group to whom we can reach out and <b>communicate about our nationally ranked schools.</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">And finally, the survey provided information about the community groups we should have speak out as we go forward:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>NEXT STEPS</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The Communications Committee is currently in the process of considering proposals from marketing firms. Once that decision is made, we will prepare for a launch of the marketing plan in January, 2019.</span></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-8262497539645418556.post-16479734247369562682018-09-18T11:10:00.000-06:002018-09-18T11:10:05.369-06:00<div style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>PREDICTING COLLEGE SUCCESS </b></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Recently, the Idaho Department of Education produced a number of <a href="http://www.sde.idaho.gov/assessment/accountability/index.html">lists</a><a href="http://www.sde.idaho.gov/assessment/accountability/index.html"> </a>of "low performing" and "high performing" schools, based on measures such as SBAC Proficiency and Growth. Kevin Richert focused in an Idaho Ed News <a href="https://www.idahoednews.org/kevins-blog/performance-and-poverty-looking-at-the-states-school-rankings/">article </a>on the strong relationship between the "low performing" list and poverty, and we followed up with a <a href="http://data-points-boise-schools.blogspot.com/?zx=db136324dc13fc4a">post </a>on the robust connection between the "top performers" list and poverty. Then today, Devin Bodkin <a href="https://www.idahoednews.org/news/east-idaho-school-labeled-both-high-and-low-performing/">reported </a> that Bingham Academy, an eastern Idaho charter, had been reported as "high performing" by the SDE and as a "low performer by the Idaho Charter Commission.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">The SDE also published a list of high performing high schools which is based on the number of students taking dual credit and Advanced Placement coursework (Advanced Opportunities). So that got us to thinking...</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">The State Board of Education has <a href="https://public.tableau.com/profile/idaho.slds#!/vizhome/IdahoHighSchoolFeeedbackReport_0/IdahoHSFeedback">an awesome site </a> which features data about actual college-going and persistence rates of students from high schools around the state. Presumably, if participation in Advanced Opportunities is predictive of college attendance and persistence, then the "high flyers" in Advanced Opportunities should be prominent in the SBOE data.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">So we put together a scattergram using the average percentage of students from the classes of 2011 and 2012 who were still enrolled in college after 4 years (y-variable) and free/reduced lunch percentage (x-variable). That way, we could get a glimpse of the role played by poverty in college persistence, and see which of the identified schools were truly top performers. And using 4-year persistence gets us to the point where church missions are much less a factor in college-going, since most students have returned from their travels.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Here's a chart showing where the state's list of "top performers" came out:</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">As you can see, several of the schools identified by the state actually have good success with college persistence - CDA Charter, Meridian Medical. Hagerman, Grace, Genesee, for example. But others, including Marsh Valley, Grangeville, Kamiah, and Taylors Crossing Charter, are actually low performers. And a number of others, including Ririe, New Plymouth, Malad, Victory Charter, Salmon, Compass Charter, Oakley and Mountain View, are about average.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">For Bingham Charter, Vision Charter, and Idaho Fine Arts Academy, no data is yet available about persistence.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">So, who are the <b>true</b> "high performers" based on actual persistence of students?</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">This chart shows that, along with Genesee, CDA Charter, and Meridian Medical, other schools with low poverty percentages with high persistence levels include Eagle, Boise, Madison, Moscow, Timberline, Twin Falls and Liberty Charter. However, among schools with FRL percentages above 40%, high flyers include Skyline (Idaho Falls), Parma, Hagerman, Aberdeen, and Garden Valley. </span><span style="font-family: Georgia, "Times New Roman", serif;">So poverty does play a role in college persistence, as we knew it would. But there are a few high performers with high levels of poverty from whom we can perhaps learn, like Parma, for instance, which has a highly successful <a href="http://data-points-boise-schools.blogspot.com/2014/03/idaho-college-going-rates-part-1.html">scholarship program </a>for its graduates.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Also interesting is that among the lowest persistence rates are several virtual charters, including Richard McKenna, Inspire Connections, and ISucceed. Fewer than a quarter of graduates from these charters persist as college-goers after 4 years.</span></div>
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Unknownnoreply@blogger.com