The document analyzes data from the Massachusetts Department of Elementary and Secondary Education to evaluate the performance of public schools versus charter schools and the impact of resources and academics on student outcomes. It finds that charter schools are not consistently higher performing than public schools. It also finds that resources like qualified teachers, course offerings, and local wealth influence academic performance as measured by SAT scores, which in turn influences graduation rates, plans, absenteeism, and dropout rates. It recommends not increasing the charter school cap, improving teacher standards, increasing funding for resources, and incentivizing attendance.

1. Analysis of Massachusetts
Department of Elementary and
Secondary Education
Shannon Downey, Marissa Elizardo, Eliza
Hodge, and Savanah Miles

2. What is the MADoESE?
● Run by the Massachusetts Board of Education
● Responsibilities Include:
○ Granting and renewing charter school applications
○ Developing and implementing the Massachusetts Comprehensive Assessment System (MCAS)
○ Submitting yearly budget proposals for public education to the Massachusetts General Court
○ Setting the standards for and certifying teachers, principals, and superintendents
○ Intervening to better the achievement of underperforming districts in the Commonwealth.

3. Data Set Background
● Approximately 1800 schools
○ Pre-Kindergarten to 12th grade
○ All public and charter schools in MA
● Data distributed into 7 tabs
○ SATs
○ Graduation Rate
○ Educator Performance
○ Student Teacher Ratio
○ Attendance & Retention
○ Discipline
○ High School Graduation Plans
● Asked to analyze high schools

4. Agenda
● Objective
○ Analyze the Massachusetts Department of Elementary and Secondary Education to determine the
drivers of student performance and their consequences
● Studied the following hypotheses:
○ Public schools perform better than Charter schools
○ Absenteeism and resources influence reading scores
○ Reading scores influence graduation rate and dropout rate
○ Educational Theory:
■ Resources influence academic performance
■ Academics influence student behavior

5. Hypothesis: Public Schools perform better
than Charter Schools

6. Average SAT Scores
Not much change as time
passes

7. Charter vs Public: Bottom 10%
Charters are not
elite schools

8. Charter vs Public: Top 10%
Charter Performs best in
Reading overall

9. Charter vs Public: Average SAT Scores
Charter Schools are not as
consistent

10. Hypothesis: Resources influence Academic
Performance

11. Impact of School Resources on SAT Scores
More Classes =
higher SAT Scores
Better quality
teachers = higher
SAT Scores

12. Impact of Real Estate Wealth on Academic Performance
As home prices increase,
SAT scores increase.

13. Hypothesis: Academic Performance
influences Student Behaviors

14. Impact of SAT Scores on Graduation Rates
Positive Correlation
Reading Scores Highest

15. Impact of SAT Scores on Graduation Plans
Positive Correlation
Writing Scores Highest

16. Impact of SAT Scores on Absenteeism
Negative Correlation
Math Scores Highest

17. Impact of SAT Scores on Dropout Rates
Negative Correlation
Reading Scores Highest

18. Conclusion of Findings & Recommendations

19. Overall Findings:
Charter vs Public Schools -- Hypothesis is supported
Evidence supports hypothesis that resources influence academic performance, which influences student behavior
Poor quality of resources…
 Number of Core Classes Offered
 Core Classes by Highly Qualified Teachers
 Relative income of the town/city
Negatively impacts quality of academics…
 SAT Scores
 Graduation Rates
 Graduation Plans
Which results in poor behavioral outcomes…
 Absences
 Dropout Rates

20. Recommendation
● Do not increase the cap for Charter Schools
● MADoESE could set higher standards for certifying teachers
● Increase Funding to Schools
○ Hire more-qualified teachers
○ Provide additional training to teachers
● Offer more core classes
● Give incentives and additional consequences for school attendance

21. Bibliography
Emery, Debbie. "5 Key Indicators of School Performance." Flippen Group. Flippen Group, 08 Mar. 2014. Web. 14 Nov. 2016.
http://flippengroup.com/5-key-indicators-school-performance-2/
Hein, Vanessa. "Predictors of Post-Secondary Success." College Career Readiness Success Center. American Institutes for Research, 1 Nov. 2013.
Web. 14 Nov. 2016 .http://www.ccrscenter.org/sites/default/files/CCRS%20Center_Predictors%20of%20Postsecondary%20Success_final_0.pdf
Fulks, Janet. "Reading May Be the Key to Unlocking Basic Skills Success." ASCC. Academic Senate for California Community Colleges, 1 Apr.
2010. Web. 14 Nov. 2016. http://www.asccc.org/content/reading-may-be-key-unlocking-basic-skills-success
Sanchez, Claudio. “The Charter School vs. Public School Debate Continues.” NPR. NPR. 16 July, 2013. 14 Nov. 2016.
http://www.npr.org/2013/07/16/201109021/the-charter-school-vs-public-school-debate-continues
Goldfarb, Zachary. “These Four Charts Show how the SAT Favors Rich, Educated Families.” The Washington Post. The Washington Post. 5 March,
2014. 14 Nov. 2016. https://www.washingtonpost.com/news/wonk/wp/2014/03/05/these-four-charts-show-how-the-sat-favors-the-rich
Srahota, Hilary. “Average Student has Better Chance of Graduating.” Center on Education and the Workforce. Georgetown University. 21 June,
2016. 14 Nov. 2016. https://cew.georgetown.edu/wp-content/uploads/MismatchFisherUT_pressrelease_6-21-16.pdf
Whitehouse “Increasing College Opportunity for Low-Income Students.” The Executive Office of the President. Whitehouse.gov. January 2014. 14
Nov. 2016. https://www.whitehouse.gov/sites/default/files/docs/white_house_report_on_increasing_college_opportunity_for_low-income_students