Agenda - 12-14-2004-7b - Laserfiche WebLink

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z Dr, Grumet reports that the research team (Madeleine Grumet, George Noblit, Rita O'Sullivan, Martha Hudson, Kim Pyne, Amy Anderson) has visited every school in both districts, They have gathered information using the same interview protocol with each principal. The team has returned the data gathered to each principal for her/his review. Because the team and the Superintendents thought it important to be able to use both 2002-03 and 2003-04 State Report Card data, the team's work was delayed until the recent data was released in mid-November 2004. A few preliminary observations from the team's research thus far, some outstanding questions, and some of the issues the team plans to address in their January 2005 report, are mentioned below: • Preliminary observations based on 2002-03 Report Card data: o District at-a-glance similarities o Average class size is greater in CHCCS o Within each district some differences are notable o There are more racial groups in CHCCS • Would like research team to look at 2003-2004 data (especially achievement) and include synthesis of two years in final report (versus relying on snapshot of one year's data). • Must consider the significance of class size and choices regarding specialists when looking at staffing patterns, as well as costs of choice. Research team needs to look at certified vs. non-certified support staff as well as staffing patterns at school level and district levels, • For elementary schools, the differences between districts are not as significant as differences school by school within districts • Ethos of good practices in both districts: work for heterogeneity in classrooms with highly differentiated instruction • Discussion of how to name the significant equity issues the Commissioners should consider, Straggle with what the markers are for a study of equity between two districts? What constitutes a level playing field? What is an adequate distribution of resources? How to define adequacy? • Acknowledge that CHCCS generally has more resources than OCS, including CHCCS tax base that puts them at $12 million more than OCS; CHCCS PTA Thrift Shop as significant source of revenue for CHCCS schools, These are "non-existent pieces of the pie" for OCS. • What seems an especially significant difference between districts is the number of adtalts present in an ongoing, everyday way in CHCCS that provide an ongoing educational resource. • What happens at the elementary school that affects the changes that data reveal regarding middle school & high school achievement data? What are the gatekeeping courses that facilitate/frustrate progress? Middle school is also a time for differentiation regarding class and gender to appear, • Report to include executive summary prefacing final report that indicates: o "These are the most striking examples of possibilities for resource sharing" o "These are the gaps in resources that effect equivalency," • Careful attention must be paid when discussing programs: Is something happening at one school, or in many places? Report should not over-generalize district-level/school- level program offerings.