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the school districts. One of the challenges faced by the research team was that the two <br />districts do not collect the some data. When they do collect the same information, they do <br />not always report it in the some way, making comparison difficult. Given time constraints <br />and the challenges surrounding the collection of consistent data for each of the schools, <br />the study team opted to concentrate on gathering and summarizing data in hand, rather <br />that directly collecting additional information. <br />The study timeline was as follows. <br />May - June 2004 <br />0 Preliminary meeting to frame study <br />Identification of Study Team members <br />Preliminary review of documents <br />July - August 2004 <br />9 Study teams meets to review available information and <br />draft research questions <br />• Meet with Superintendents to review plan and identify <br />operating procedures <br />• Meet with sub - committee to review plans <br />• Contact principals to notify them of the study <br />• Use current documents and web resources to begin <br />answering research questions <br />• Identify and request information still needed that <br />might be available through school districts central <br />offices <br />September - <br />Develop school site visit protocol <br />November 2004 <br />• Engage additional team members as needed <br />• Conduct school site visits <br />• Continue gathering data from the central office <br />Summarize information collected <br />• Draft preliminary report and present to sub - committee <br />December 2004 - <br />Continue gathering data from the central office <br />January 2005 <br />0 Further analyze data <br />• Meet with sub - committee to review report <br />• Revise report as needed <br />• Submit final report <br />This report is divided into three major sections. Part A compares information by <br />school district and school. These district and school profiles present what the evaluation <br />study team found about the two school districts and their schools in terms of: a) per pupil <br />expenditures, b) enrollments and class size, c) important student sub - groups, d) teachers, e) <br />students' achievement, and f) resource allocations. From this exploration of the various <br />district and school contexts, the study team identified important differences between the <br />two districts, which are discussed in Part B. Finally, Part C presents the study team's <br />preliminary recommendations about the potential for sharing and expanding resources to <br />meet the needs of all the students in Orange County. <br />CHCCS/OCS Final Report 10 <br />