This document discusses using data to provide new perspectives on schools' and districts' performance. It presents examples of data visualizations about out-of-field teaching, college enrollment rates, and an elementary school's performance over time in English/language arts and math. The examples show how data can reveal patterns to inform complex issues like program improvement. The document advocates using narrative data analyses to spark better questions and conversations about school and district performance.

1. Seeing Schools’ and Districts’
Vital Signs From
New Perspectives
Prepared by School Wise Press for a
Conversation with Springboard/Pivot Learning
July 20, 2009

2. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Are teachers well matched to
students and courses?
Out-of-field teaching

3. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #1
OUT OF FIELD TEACHING
Monterey High, Monterey Peninsula USD

4. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #1
OUT OF FIELD TEACHING
Monterey High, Monterey Peninsula USD

5. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #1
OUT OF FIELD TEACHING
Monterey High, Monterey Peninsula USD

6. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #1
OUT OF FIELD TEACHING
Monterey High, Monterey Peninsula USD

7. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Out-of-field teaching
• Actionable
• Management should know
• Not on DataQuest
• Direct effect on students

8. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
At what rate do graduates
enroll in California’s
higher education system?
College enrollment

9. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #2
COLLEGE ENROLLMENT
Monterey High, Monterey Peninsula USD

10. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #3
GUNDERSON HIGH SCHOOL
Gunderson High, San Jose USD

11. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #3
GUNDERSON HIGH SCHOOL

12. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #4
STEFFAN MANOR SLIDES
SELECTED FROM THEIR ORIGINAL DECK

13. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
College enrollment
• Bridging K-12 and higher ed
• Actionable by board policy
• Rank order reveals meaning
• Relating many factors
together provides context
• Data narratives trump snapshots

14. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
What might the
accountability view of
CST results reveal?
One elementary school’s
Program Improvement story

15. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #4
STEFFAN MANOR SLIDES
SELECTED FROM THEIR ORIGINAL DECK
Steffan Manor Elementary, Vallejo City School District

16. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SLIDE #4
STEFFAN MANOR SLIDES
Seeing Schools’ and Districts’ Vital Signs From New Perspectives
SELECTED FROM THEIR ORIGINAL DECK
Steffan Manor Elementary, Vallejo City School District

17. Steffan Manor Elementary, ENGLISH/LANGUAGE ARTS MATH
Vallejo City USD SCHOOLWIDE 80% 80%
422 Students 60% 60%
2007 AMO
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
Results
African American (not 80% 80%
60% 60%
Hispanic)
40% 40%
93 Students 20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
Success in math is clearest Filipino 80% 80%
52 Students 60% 60%
in contrast to uneven 40%
20%
40%
20%
progress in English/ Hispanic or Latino
0%
'02 '03 '04 '05 '06 '07 '08 '09
0%
'02 '03 '04 '05 '06 '07 '08 '09
language arts.
80% 80%
194 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
White (not Hispanic) 80% 80%
67 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
Socioeconomically 80% 80%
disadvantaged 60% 60%
267 Students 40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
English Learners 80% 80%
141 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
— STATEWIDE GOALS SCHOOL PERFORMANCE
Prepared by

18. Steffan Manor Elementary, ENGLISH/LANGUAGE ARTS MATH
SCHOOLWIDE
Vallejo City USD 80% 80%
422 Students 60% 60%
40% 40%
ENGLISH/LANGUAGE ARTS 20% MATH 20%
ENGLISH/LANGUAGE ARTS 0%
MATH 0%
'02 '03 '04 '05 '06 '07 '08 '09
SCHOOLWIDE
SCHOOLWIDE 80% 80%
'02 '03 '04 '05 '06 '07 '08 '09
80% African American (not 80%
80% 80%
422 Students
422 Students
60%
60%
Hispanic) 60% 60%
60%
40%
60%
40%
40%
40%
93 Students 40% 20%
40%
20%
0% 0%
20% 20% '02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
20% 20%
0% Filipino 0% 80% 80%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 60%
'09
'02 '03 '04 '05 '06 '07 52 Students
60%
'08 '09 '02 '03 '04 '05 '06 '07 '08 '09
40% 40%
20% 20%
2007 AMO Results
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
Schoolwide
Hispanic or Latino 80% 80%
194 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
White (not Hispanic)
•Results in 2008 were exceptional 67 Students
80%
60%
80%
60%
in math, but barely met the AMO 40%
20%
40%
20%
line in English/language arts 0%
'02 '03 '04 '05 '06 '07 '08 '09
0%
'02 '03 '04 '05 '06 '07 '08 '09
Socioeconomically 80% 80%
disadvantaged 60% 60%
267 Students 40% 40%
•Seven years of progress in math 20%
0%
20%
0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
is steady and dramatic English Learners 80% 80%
141 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
— STATEWIDE GOALS SCHOOL PERFORMANCE
Prepared by

19. Steffan Manor Elementary, ENGLISH/LANGUAGE ARTS MATH
SCHOOLWIDE
Vallejo City USD 80% 80%
422 Students 60% 60%
40% 40%
ENGLISH/LANGUAGE ARTS 20% MATH 20%
ENGLISH/LANGUAGE ARTS 0%
MATH 0%
'02 '03 '04 '05 '06 '07 '08 '09
African American (not
African American (not 80% 80%
'02 '03 '04 '05 '06 '07 '08 '09
80% African American (not 80%
80% 80%
Hispanic)
Hispanic) 60% 60% 60% 60%
Hispanic) 60%
60% 40% 40%
93 Students
93 Students
40%
40%
93 Students 40% 20%
40%
0%
20%
0%
20% 20% '02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
20% 20%
0% Filipino 0% 80% 80%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 60%
'09
'02 '03 '04 '05 '06 '07 52 Students
60%
'08 '09 '02 '03 '04 '05 '06 '07 '08 '09
40% 40%
20% 20%
2007 AMO Results
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
African American
Hispanic or Latino 80% 80%
194 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
White (not Hispanic)
•Progress over last three years is 67 Students
80%
60%
80%
60%
notable in both curricular areas 40%
20%
40%
20%
0% 0%
•But the level of success, and the Socioeconomically
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
80% 80%
rate of progress, in math is higher disadvantaged 60% 60%
267 Students
than in English/language arts
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
English Learners 80% 80%
141 Students 60% 60%
40% 40%
20% 20%
0% 0%
'02 '03 '04 '05 '06 '07 '08 '09 '02 '03 '04 '05 '06 '07 '08 '09
— STATEWIDE GOALS SCHOOL PERFORMANCE
Prepared by

20. Seeing Schools’ and Districts’ Vital Signs From New Perspectives

21. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Program Improvement
• Complex stories require better
narratives
• Debates beg for better evidence
• Data density when designed well
can reveal patterns

22. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
“How’s our middle school
doing in math this year?”
Algebra participation rates
and outcomes

23. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Body Mass Index Chart

24. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Drunk driving enclosure in car registration mailing

25. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Panty hose sizing chart

26. Seeing Schools’ and Districts’ Vital Signs From New Perspectives

27. Seeing Schools’ and Districts’ Vital Signs From New Perspectives

28. Seeing Schools’ and Districts’ Vital Signs From New Perspectives
Algebra Reporting
• Actionable (board and cabinet)
• Meaning requires more than
a one-dimensional view
• Analysis should aim for better
questions and conversations

29. Next steps …
What can we do to help
you succeed?
Prepared for a Conversation with Springboard/Pivot Learning