«Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded ...»
U.S. DEPARTMENT OF EDUCATION
Baseline Analyses of
SIG Applications and SIG-Eligible
and SIG-Awarded Schools
Baseline Analyses of
SIG Applications and SIG-Eligible
and SIG-Awarded Schools
Kerstin Carlson Le Floch
Susan Bowles Therriault
American Institutes for Research
Thomas E. Wei
Institute of Education Sciences
U.S. DEPARTMENT OF EDUCATIONU.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Evaluation and Regional Assistance Rebecca Maynard Commissioner May 2011 The report was prepared for the Institute of Education Sciences under Contract No. ED-04-COThe project officer is Thomas E. Wei in the National Center for Education Evaluation and Regional Assistance.
IES evaluation reports present objective information on the conditions of implementation and impacts of the programs being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light of the findings in the reports.
This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Hurlburt, S., Le Floch, K.C., Therriault, S.B., and Cole, S. (2011). Baseline Analyses of SIG Applications and SIG-Eligible and SIGAwarded Schools (NCEE 2011-4019). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools We wish to thank the many individuals who contributed to the completion of this report. Researchers who provided useful assistance for this report include Molly Abend, Rose Goff, Megan Lebow, Jack Rickard, and Diana Mercado-Garcia of AIR. The authors also appreciate the helpful feedback and guidance from the study’s principal investigators, Jennifer O’Day and Beatrice Birman, as well as thoughtful reviewer comments from Mike Garet, all of AIR.
We are also grateful to staff at the Office of Elementary and Secondary Education at the U.S. Department of Education, who provided the initial data on schools eligible for School Improvement Grants (SIG).
We also appreciate the efforts of state administrators with responsibility for SIG who provided data on SIG awards and reviewed our data files to ensure accuracy and completeness.
While we appreciate the assistance and support of all of the above individuals, any errors in judgment or fact are, of course, the responsibility of the authors.
Disclosure of Potential Conflicts of Interest The research team for this study consists of a prime contractor, American Institutes for Research (AIR), and three subcontractors, Mathematica Policy Research, Inc., Decision Information Resources, Inc., and Education Northwest. None of these organizations or their key staff has financial interests that could be affected by findings from the Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools, as part of the Study of School Turnaround.
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Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Contents
2. Policy Overview
3. Analysis of State SIG Applications
3.1.1. Step 1: Data collection and capture
3.1.2. Step 2: Data coding and analysis
3.2. Identifying SIG Schools and Intervention Models
3.2.1. Defining persistently lowest-achieving schools
3.2.2. SIG-eligible schools by Tier
3.2.3. Intervention models authorized by states
3.2.4. State priorities for awarding funds to Tier I, Tier II, and Tier III schools
3.3. Determining LEA Capacity
3.4. Monitoring LEAs’ Progress
3.4.1. Monitoring strategies
3.4.2. Monitoring measures
3.5. State Support for SIG Implementation
4. Analyses of SIG-Eligible and SIG-Awarded Schools
4.1. Data Sources
4.2. Overview of SIG-Eligible and SIG-Awarded Schools
4.3. Characteristics of SIG-Eligible and SIG-Awarded Schools
4.4. SIG Funding to States and Schools
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Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools List of Exhibits Exhibit 1. Number of Years of Assessment Data States Used to Identify Persistently Lowest-Achieving Schools
Exhibit 2. Number of Years of Assessment Data States Used to Determine “Lack of Progress” Among Persistently Lowest-Achieving Schools
Exhibit 3. Number of Years of Graduation Rate Data States Used to Identify Persistently Lowest-Achieving Schools
Exhibit 4. Number of States With Various Approaches for Prioritizing LEAs With Eligible Tier III Schools
Exhibit 5. Definitions of Schools “Newly Eligible” for SIG Funding, by Tier
Exhibit 6. Number of States Using Various Evidence of LEA Capacity
Exhibit 7. Frequency of State Monitoring of SIG-Awarded LEAs and Schools
Exhibit 8. SEA Strategies for Monitoring LEA Progress
Exhibit 9. Achievement and Leading Indicators for Tier I and Tier II Schools
Exhibit 10. SEA Strategies to Support SIG Implementation
Exhibit 11. Distribution of SIG-Eligible Schools in Tiers I, II, and III, by State
Exhibit 12. Distribution of SIG-Awarded Schools in Tiers I, II, and III, by State
Exhibit 13. Characteristics of the Universe of Schools, SIG-Eligible Schools and SIG-Awarded Schools
Exhibit 14. Percentage Distribution of SIG Schools by Poverty Level, for Tier I, II, and III SIG-Eligible and SIG-Awarded Schools
Exhibit 15. Percentage Distribution of SIG Schools by Minority Level, for Tier I, II, and III SIG-Eligible and SIG-Awarded Schools
Exhibit 16. Number of SIG-Awarded Schools in Districts Receiving SIG Funds
Exhibit 17. Number of SIG-Awarded Schools in Districts With 5 or More SIG-Awarded Schools........... 31 Exhibit 18. Percent and Number of SIG-Awarded Tier I and Tier II Schools Implementing Turnaround, Restart, School Closure, and Transformation Models
Exhibit 19. State School Improvement Grant 1003 (g) Program Allocations
Exhibit 20. Average Total SIG Award and Annual Per-Pupil Award, by Tier, SIG Model, School Size, and School Level
Exhibit 21. Average Total SIG Award and Annual Per-Pupil Award for SIG-Awarded Tier I and II Schools, Overall and by State
Exhibit 22. Average Total SIG Award and Annual Per-Pupil Award for SIG-Awarded Tier III Schools, Overall and by State
ix Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Exhibit 23. Percentage Increase in Annual Per-Pupil Funding from SIG Funding for SIG-Awarded Tier I and II Schools, by State
Exhibit 24. Percentage Increase in Annual Per-Pupil Funding from SIG Funding for SIG-Awarded Tier III Schools, by State
Exhibit A–1. Baseline Data Report—State School Improvement Grant (SIG) Data Capture Elements (from Data Capture Workbook)
Exhibit B–1. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools Overall and by Poverty Level, Minority Level, and Urbanicity
Exhibit B–2. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Level and School Size
Exhibit B–3. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Type and Charter School
Exhibit C–1. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools Overall and by Tier, Poverty Level, and Minority Level
Exhibit C–2. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Urbanicity, School Level, and School Size
Exhibit C–3. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by School Type and Charter School
Exhibit C–4. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Intervention Model
x Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools
1. Introduction The Study of School Turnaround (SST) is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA). SIG is funded through ESEA and has been supplemented by the American Recovery and Reinvestment Act of 2009 (ARRA). This baseline report provides an overview of the state policies and practices for SIG implementation as well as a description of the first round of SIG awards made to Local
Education Agencies (LEAs) and SIG-eligible schools. The report focuses on two key questions:
1. What SIG-related policies and practices do states intend to implement based on their SIG applications?
2. What are the characteristics of SIG-eligible and SIG-awarded schools?
The report is divided into four sections, organized to mirror the flow of SIG funds as they are disbursed from the federal government to states and then from states to districts and schools. Accordingly, Section 2 provides an overview of the key elements of the SIG program. Section 3 provides an analysis of state SIG applications approved by the U.S. Department of Education (ED), focusing on the definition and identification of SIG-eligible schools, how states determine district capacity and how states are monitoring and supporting SIG implementation. Section 4 reviews descriptive data on the characteristics of SIG-eligible schools identified by states, as well as the characteristics of SIG-awarded schools. Section 5 concludes by synthesizing the key findings from the report.
2. Policy Overview Authorized under Title I section 1003(g) of ESEA and supplemented by ARRA, the SIG program will target $3.5 billion over the next three years toward the goal of turning around the nation’s lowest-performing schools. Each state’s allotment of SIG funds is determined by formula based on Title I allocations. In turn, state education agencies (SEAs) award funds to LEAs with eligible schools, based on a competitive application process. According to ED guidelines, states may award LEAs up to $2,000,000 annually to each qualified SIG school. 1 States may award SIG funds to LEAs and schools that meet criteria established by the federal guidelines and in accordance with state determinations of LEA capacity and commitment to support school turnaround.
The final rules issued by ED define both the criteria for selecting eligible schools and the authorized
intervention models. Eligible schools are defined as belonging to one of three categories: