Click for next page ( 166


The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 165
Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts 165

OCR for page 165
TABLE B-1 Student Achievement and Attainment Indicators Collected by DC and Three Other Districts 166 Processes and Indicators Atlanta Boston Chicago DC Student Achievement and Attainment Grade Level Performance on State Mandated Tests (G3–G11) ü ü ü ü (math, reading/English language arts, & science) Achievement Gap Among Subgroups ü ü ü  (by racial/ethnic group, linguistic background, poverty, & disability status) Adequate Yearly Progress Status ü ü ü ü (for district and individual schools) Comparative Performance on State Tests and Other Exams ü ü ü  (NAEP & TUDA) Progress Over Time/Growth ü ü ü ü Participation in Advanced Courses ü ü ü (Advanced Placement or International Baccalaureate participation) Progress to Graduation Measures ü ü ü  (promotion rates or “on­track” to graduate measures) Graduation Rates ü ü ü ü College Readiness Measures ü ü ü  (PSAT, SAT, & ACT) Postsecondary Outcomes ü ü ü (college enrollment rates or employment rates) Teaching and Curriculum Teacher quality indicators ü ü ü ü Alignment among standards, curriculum, and instruction ü  Recruitment and professional development programs and investments ü ü ü ü Student and parent perspectives on curriculum and instruction ü 

OCR for page 165
School and District Climate Demographic information ü ü ü ü Measures of professional culture    Student perceptions of climate ü   Parent and community perceptions of climate ü ü   School and class size ü ü ü ü Family and Community Engagement Communication and outreach efforts ü ü  Family and community participation and involvement ü ü ü  Resources Revenues disaggregated by source ü ü ü ü Spending patterns ü ü ü ü Per pupil expenditure ü ü ü ü Financial audits ü ü ü ü Central Office Operations Facilities, transportation, food services, etc. ü ü ü Central Office service feedback ü ü ü  NOTE: Check marks denote indicators for which data are gathered and reported. Magnifying glasses denote indicators for which data are gathered but not publicly reported. SOURCE: Information compiled from Turnbull and Arcaira (2009). 167

OCR for page 165