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Prepared for Denver Public Schools, Colorado Education Association, A+ Denver, and Denver Classroom Teachers Association

Progress of Innovation Schools in DPS:Year Three of an Evaluation Study

January 2014

The Evaluation CenterSchool of Education & Human Development

Susan Connors, PhDErika Moldow, PhDAmelia Challender, MABonnie Walters, Executive Director

EvaluatorsEvaluation Team

The Evaluation Center

Stakeholders


Evaluation Questions How has Innovation status affected school climate?

How has Innovation status affected the composition and stability of the workforce?

How has Innovation status affected student academic growth and achievement?


Brief Theory of ChangeInnovation status allows school leaders to use people, time, and

money in new ways

Schools are characterized by a climate of empowerment, collaboration, and

professional learning

Schools have the workforce capacity necessary to implement effective

instructional programs

Students demonstrate academic proficiency and

growth


• Bruce Randolph • Montclair• Manual• Cole • Denver Green • Valdez • Whittier • Martin Luther King Jr. Early College

Cohort One:

• Noel • Denver Center for International Studies at Ford and Montbello• Collegiate Prep Academy• High Tech Early College• Denver Center for 21st Century Learning at Wyman • Godsman• Green Valley • McGlone• Summit Academy• Swigert-McAuliffe International School• Vista Academy

Cohort Two:


Teacher Empowerment Survey Results


Empowerment Survey Subscales

Innovation/Professional

Learning

Collaborative Environment

Expectations Decision Making

Capacity

Pride and Fulfillment Self-Accountability

Empowerment

Ownership


Survey Results


Expectations

Self-accountability

Collaborative environment

Pride & fulfillment in work

1

2

3

4 ComparisonInnovation

Climate of innovation & professional learn-ing

Sense of owner-ship

Development of capacity

Sense of em-powerment

Decision making

Subscales with greater sense of empowerment


Did Innovation Status Affect Your Decision to Teach At This School?

- Influence

14%

No Influence

40%

+ Influence

45%


Workforce Data Analyses Results


Teacher Experience


3.77 years

Innovation Comparison

9.05 years

Principal Experience

0-2 years54%3-

5 years

28%

More than 5 years

17%

Innovation0-2 years

38%

3-5 years 35%

More than 5 years

27%

Comparison


Teacher Education Levels Masters Degree or Higher


Innovation Comparison0%

20%

40%

60%

80%

100%

48%58%

Teacher Education Levels Masters Degree or Higher


Innovation Cohort One

Comparison Group One

Innovation Cohort Two

Comparison Group Two

0%

20%

40%

60%

80%

100%

47% 51% 48%

62%

Teacher Turnover


Innovation Comparison Districtwide0%

20%

40%

60%

80%

100%

29%

18% 18%

Student AchievementAnalyses Results


0 50 1000

5 6 .7

Median Growth Percentile

Perc

ent P

rofic

ient

State average 57%

TCAP 2013 Math – State comparisonHigh achievementLow growth

High achievementHigh growth

Low achievementLow growth

Low achievementHigh growth


TCAP 2013 Reading – State comparison

0 50 1000

6 9 .5


Perc

ent P

rofic

ient

Higher achievementLower growth

Higher achievement Higher growth

State average 70%

Lower achievementLower growth

Lower achievementHigher growth


TCAP 2013 Writing – State comparison

0 50 1000

5 5


Perc

ent P

rofic

ient

Higher achievementLower growth

Higher achievementHigher growth

Lower achievementLower growth

Lower achievementHigher growth

State average 55%


Proficiency – Comparison schools & DPS

Reading Writing Math0%

20%

40%

60%

80%

100%

43%

31% 33%

50%

37%43%

54%

42% 46%

InnovationComparisonDistrictwide


Summed Growth – Comparison schools & DPS


0

50

100

150

200

250

Innovation

Comparison

Districtwide

Sum

med

Med

ian

Gro

wth

Conclusion and Discussion


Summary

Teachers at Innovation Schools reported a greater sense of empowerment than those at Comparison Schools.

Innovation Schools had more teacher turnover than Comparison Schools. Both Innovation School teachers and principals had less experience and lower levels of educational attainment than at Comparison Schools.

Student achievement at Innovation Schools was typically below the state average proficiency but above statewide median growth.

Empowerment, workforce capacity, and achievement showed a wide variation from school to school in both Innovation and Comparison Schools.


Revisiting the Theory of ChangeInnovation status allows

school leaders to use people, time, and money in new ways

Schools are characterized by a climate of empowerment, collaboration, and

professional learning

Schools have the workforce capacity necessary to implement effective

instructional programs

Students demonstrate academic proficiency and

growth


Download the full report from the-evaluation-center.org

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