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DOE releases SSO performance data; let the crunching begin

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One thing that went under the radar during the nonstop news cycle of the last few weeks is a sizable data dump from the Department of Education, which for the first time released statistical reports about the 11 organizations that support the city’s schools.

The reports went online last week to inaugurate the period when schools can choose which organization they want to affiliate with. The organizations, called School Support Organizations, or SSOs, have provided support services to individual schools for the last two years in place of the traditional school-district bureaucracy. This is the first time that the DOE has allowed schools to change the affiliation they originally selected back in 2007.

The new reports include a chart (above) comparing the SSOs according to their schools’ progress report scores, quality review evaluations, and principal satisfaction survey results. The result is the public evaluation that Eric Nadelstern, the DOE’s chief schools officer who formerly ran the Empowerment organization, said back in January was being cooked up the department’s accountability office. The comparison, which takes into account school data from the 2007-2008 school year, shows that the SSO run by the City University of New York did the best, followed closely by the Empowerment organization.

The reports are available on the DOE’s Web site only in PDF format, and there is a different one for each organization. A DOE spokeswoman told me that the department had not made available a database compiling the data, so I went ahead and made one, available here or after the jump. I also went one step further and added some calculations of my own, based on the DOE’s data: The percent change in progress report and quality review scores from 2007 to 2008.

Among my first impressions: Schools either improved their internal operations significantly between 2007 and 2008, or else they figured out how to look like they had improved, because the percentage of schools receiving top ratings on their Quality Reviews jumped in every organization.

If you have more statistics knowhow than I do and some extra time on your hands (like during this school vacation), take a look and note what you see. Leave your observations in the comments.SSO data

  • http://www.classsizematters.org leonie haimson

    I wouldn’t waste my time since the school progress reports and quality reviews yield inherently unreliable information. Another pointless exercise by an administration that doesnt know how best to spend its money and time.

  • http://jd2718.wordpress.com Jonathan

    The exercise is dubious at best, but then, what Leonie said.

    Even with those artificial numbers, and even after someone teases out some “analysis”, we will know nothing about cause and effect.

    We won’t know if similar schools joined the same network for reasons that would lead to similar scores, absent any effect from the network.

    We won’t know who has figured out how to game the grades better.

    When the DoE releases numbers, a good instinct would be to distrust them first…

  • Mr. Benjamin

    Given the amount of money that schools spend for these services, I’m deeply grateful to Ms. Cramer for compiling an aggregated data set for comparison purposes.

    If we are to be precise in our wording, these numbers are indeed “reliable” for statistical purposes. Given Ms. Haimson’s advocacy work, it is important to be able differentiate data that is statistically “reliable” from that which is “valid.”

    I am impressed with the CUNY results. A 10% increase (year over year) in their progress score certainly distinguishes them from the rest of the pack. As schools spend a tens of thousands of dollars for these services, it is incumbent upon School Leadership Teams to have as much information as possible when electing their provider of choice. Remember, these support organizations differ significantly in pricing, which can either strain a school budget or ease it.

    As much as some may wish to summarily dismiss data derived from BOE data sources, it does provide some contextual information for school to make real decisions, regarding real money, that will be used to advance real students learning.

    Thank you, Ms. Cramer, for your efforts.

  • http://jd2718.wordpress.com Jonathan

    The claim that the progress reports measure “advances in student learning” … I don’t think that claim can be successfully supported. This data’s not valid.

    As far as reliability, Eduwonkette fairly well demolished that last Fall: http://blogs.edweek.org/edweek/eduwonkette/2008/09/come_on_feel_the_noise.html Just stare deeply into that cloud graph, until you notice the pattern.

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