For many years the measurement of student outcomes has focused solely on grades and test scores. Higher Achievement is looking beyond these outcomes to include skills, attitudes and behaviors. This workshop will share the 360 Data that Higher Achievement collects on the scholars they serve. The workshop will describe how the data is analyzed and how Higher Achievement shares best practices.

1. 360 Data on Scholars Skills, Attitudes, and Behaviors: Measurement for Program Improvement and Scholar Outcomes Elizabeth Barrett Director of Evaluation Higher Achievement ebarrett@higherachievement.org 202.567.2444

2. Agenda Higher Achievement and 360 Data How do we analyze the data Collection and reporting Analysis techniques Internal Use Program improvement Individual scholar support External Use How to communicate this information effectively 360 data as it relates to other outcomes Interactive Session

3. Higher Achievement Academic enrichment and support program for middle school children from underserved communities Rigor + Opportunities = Results Culture of high expectations 3 components: After-School Academy, Summer Academy and High School Placement

4. Higher Achievement Locations in DC Metro (including Alexandra, VA) Baltimore Richmond, VA opening Summer 2011 Expanding to Pittsburgh, PA This summer we will be serving 700 scholars

5. Higher Achievement and 360 data Focus has been on grades and test scores Movement beyond these outcomes 21st Century skills, soft skills, etc. These skills are just as important as hard skills Aligning with our Culture of high expectations Spirit, excellence and respect Higher Achievement’s movement toward skills, attitudes and behaviors High school preparation and beyond

6. Higher Achievement and 360 Data Gather data from Scholars about themselves Mentors or Summer Teachers about each scholar Parents about their child Collected bi-annually 1 time for each After-School Academy and SummerAcademy

7. 360 Survey

8. 360 Survey

9. Collection and Reporting Customized database management system: ISIS Electronically collects and stores data Reporting feature allows data to be manipulated in Excel – qualitative responses SPSS – quantitative analysis

10. Analysis Techniques We keep it simple Averages – questions and categories % Agree/Disagree Regression Analysis Group Response: parent, mentor/summer teacher and scholar Across Academy Trends Academy Trends Affiliate/Center/Individual

11. Example – Across Academy Trends

12. Example – Across Academy Trends

13. Example – Affiliate Trends

14. Example – Affiliate Trends Greatest Need 1. Behavior changes 2. Build confidence in public speaking 3. Increasing organization skills and preparedness Greatest Strength 1. Attitudes/skills 2. Applies academic knowledge/skills 3. Interacts respectfully with peers 4. Enjoys Higher Achievement

15. Example – Affiliate/Center/Individual

16. Example – Affiliate/Center/Individual

17. Example - Regressions Attitudes and skills… Respect toward adults (A) Confidence in academic ability (A) Applies academic knowledge/skills (S) ….predict key behaviors Confidence in public speaking/presenting (B) Interacting respectfully with peers (B) Based on regression analyses

18. Internal Use – Program Improvement Identify and plan center activities based on strength and weakness areas (After-School Academy and Summer Academy planning) Comments home to families during Summer Academy (7th and 8th graders) Target scholars based on grades/behavior issues (6th and 7th graders) Need for scholar tointernalize information lead to change

19. Internal Use – Individualization Push for individualization through data Individual scholar grade report Increased, decreased, maintained – Top/Bottom % Student Achievement Plans for struggling scholars Goal setting, weekly progress reports 360 Individual Reports Internal motivation to improve attitudes and behaviors Incorporate grades and test scores

20. External Data Use Identified 3 key outcomes to externally communicate: Scholar interacts respectfully with peers (behavior) Scholar applies academic knowledge and skills (skill) Scholar confidence in academic abilities (attitude) Align with core model and culture

21. External Use - Communication Effective Communication Consistency: Written and verbal communication across ALL staff Aligns with Key Messages: Our research-based program challenges middle school students to meet their full potential in three key areas: academics, social skills, and leadership. When students get the skills and support they need to invest in their own success, they discover that they can be scholars.

22. 360 and Other Outcomes 360 data as it relates to other outcomes data Compliments/back up other outcomes data Grades Test scores Attendance High school placement Used to show impact on soft skills Leadership Confidence in academic ability Social Skills

23. Example 65% showed significant improvement in math 60% showed significant improvement in reading Teacher surveys show: 73% of the students improved in homework completion 71% improved in overall academic performance Parent surveys show: 92% are getting better grades on their report cards Student surveys show: 68% feel better about their ability to read and speak English 81% are more comfortable solving math problems 86% reported an improvement on homework completion

24. Interactive Session After-School Academy main components Study Hall Community Meeting: all scholars and staff gather for academic related activities Mentoring with structured curricula in math, literature and seminars Scenario: During After-School Academy planning you need to compose an action plan for our Ward 1 Achievement Center based on: Individual Scholar Grade Report Center level 360 report Come up with actionable items that can be implemented for the whole center that addresses needs/weakness and/or celebrates successes/strengths.