State Charter Schools Performance Evaluation, 2017/18 The Performance of State Charter Schools in Georgia, 2017/18 By Tim R. Sass, Ph.D. Distinguished University Professor Department of Economics Andrew Young School of Policy Studies Georgia State University February 17, 2019 State Charter Schools Performance Evaluation, 2017/18 Table of Contents Executive Summary ....................................................................................................................... 3 I. Introduction and Background.................................................................................................... 7 II. Results All State Charters..................................................................................................... 15 A. Value-Added and Student Growth Model Estimates....................................................................15 B. Summary of Findings .............................................................................................................................. 17 III. Results Individual School Summaries................................................................................ 29 Atlanta Heights Charter School...................................................................................................................30 Brookhaven Innovation Academy.............................................................................................................. 41 Cherokee Charter Academy.......................................................................................................................... 46 Cirrus Academy Charter................................................................................................................................. 57 Coastal Plains Education Charter High School...................................................................................... 62 Coweta Charter Academy .............................................................................................................................. 65 DuBois Integrity Academy ............................................................................................................................ 76 Foothills Education Charter High School ................................................................................................ 84 Fulton Leadership Academy......................................................................................................................... 88 Genesis Academy for Boys ............................................................................................................................ 99 Genesis Academy for Girls.......................................................................................................................... 102 Georgia Connections Academy................................................................................................................. 105 Georgia Cyber Academy .............................................................................................................................. 110 Georgia School for Innovation and the Classics ................................................................................ 115 International Academy of Smyrna.......................................................................................................... 120 International Charter School of Atlanta ............................................................................................... 129 Ivy Preparatory Academy at Kirkwood for Girls .............................................................................. 133 Liberty Tech Charter School...................................................................................................................... 144 Mountain Education Center....................................................................................................................... 148 Odyssey School ............................................................................................................................................... 153 Pataula Charter Academy ........................................................................................................................... 163 Resurgence Hall.............................................................................................................................................. 179 SAIL School for Arts-Infused Learning .............................................................................................. 185 Scintilla Charter Academy.......................................................................................................................... 188 Southwest Georgia STEM Charter........................................................................................................... 196 State Charter Schools Performance Evaluation, 2017/18 Statesboro STEAM College, Careers, Arts & Technology Academy (formerly Charter Conservatory for Liberal Arts & Technology (CCAT)).................................................................... 199 Utopian Academy for the Arts .................................................................................................................. 209 IV. References............................................................................................................................ 216 Appendix: Value Added Model Approach ................................................................................... 218 A. Value-Added Model Specification and Estimation .................................................................... 218 B. Value-Added Model Estimates .......................................................................................................... 222 2 State Charter Schools Performance Evaluation, 2017/18 Executive Summary A total of 29 state charter schools operated in Georgia during the 2017/18 school year. For six of the schools, Coastal Plains Education Charter High School, Genesis Academy for Boys, Genesis Academy for Girls, International Academy of Smyrna, Resurgence Hall, and SAIL-School for Arts-Infused Learning, 2017/18 was the first year of operation. Four of the schools, Brookhaven Innovation Academy, Cirrus Academy Charter, Liberty Tech Charter School, and Southwest Georgia STEM Charter, began operations in the 2016/17 school year. Two schools, Graduation Achievement and Ivy Preparatory Academy at Gwinnett, closed after the 2017/18 school year, so they are not included in this report. Thus, this report documents the performance of 27 state charter schools in 2017/18, the performance of 21 of those schools in 2016/17 and the performance of 17 of the currently operating schools in 2015/16. Two test-based measures of school performance are employed: value-added and mean student growth percentiles. The value-added measure is the result of a two-step process. In the first step, the difference between a student's actual score and their predicted score (which is based on their observable characteristics) is computed, then these differences are averaged across all tested students in a school. In the second step, adjustments to a school's score are made to account for the differences in the population of students it serves. The student-growthpercentile approach ranks each student's performance relative to that of other students with the same or similar test score history, and then averages these rankings across all tested students in a school. Each school's performance on these two metrics is compared to all other schools in the state and to other schools in the district or districts it serves (if the service area is not statewide). Relative school performance is reported for each subject-area or course exam taken by at least 15 students in a school, as well as for the cross-subject average of English Language Arts (ELA) and Math end-of-course and end-of-grade exams. Key findings are: State charter schools serve diverse student bodies and many provide learning environments that differ from those of traditional public schools. State charter schools vary along multiple dimensions, including grade levels, student demographics, instructional mode (face-to-face or virtual), curricular focus and geographic area served. Grade Levels o A plurality of state charters (13 of 27) serve a combination of elementary (K-5) and middle grades (6-8). o Three serve only elementary grades. o One serves only middle school grades. o Three serve only high school grades (9-12). o Five schools serve elementary, middle and at least some high school grades. o The remaining two schools serve both middle and high school grades. Student Demographics o Four of the 27 schools are single-gender schools. o At eight schools, African-American enrollment is 90 percent or more. o For two schools, the majority of students are directly certified, a proxy for economically disadvantaged that is defined as living in households receiving SNAP or TANF benefits, or are classified as homeless or migrants. 3 State Charter Schools Performance Evaluation, 2017/18 o Two schools have over fifteen percent of their students classified as gifted, while eight schools report less than one percent of their students as gifted. Instructional Mode o Two of the 27 schools provide fully online course offerings. o The remaining 25 schools offer primarily face-to-face instruction. Geographic Area Served o Nine of the 27 schools accept students from a single school district only. o Four schools offer enrollment to students in multiple school districts. o The two fully-online virtual schools and twelve of the "brick-and-mortar" schools allow students from throughout the state to attend. Less than one-tenth of state charter schools serving elementary grades perform at a level that one can say with 95 percent confidence is above the average public elementary school in the state with a similar student population. Twenty-one state charter schools serve elementary grades. For two schools, the cross-subject average performance is above the state average for all elementary schools at a level that is statistically significant. For eight schools, the cross-subject average performance is not distinguishable from the state average for all elementary schools in terms of statistical significance. For ten schools, the cross-subject average performance is below the state average for all elementary schools at a level that is statistically significant. One school tested fewer than 15 students; therefore, its performance cannot be reported. Just under one-third of state charter schools serving elementary grades within a defined attendance zone perform at a level at which one can be at least 95 percent certain they are performing better than the average of all elementary schools in their district(s). Of the 21 state charters serving elementary grades, ten have a non-statewide attendance zone that includes one or more districts. For two of the ten, the estimated cross-subject average ELA and Math performance is above that of the average elementary school in their relevant district(s) and precise enough that we can say with 95 percent or more confidence that their performance exceeds that of other comparable public schools in their service area. For three schools, the cross-subject average performance is not distinguishable from the average of all elementary schools in their relevant district(s). For four non-statewide charter school, the cross-subject average performance is below that of the average elementary school in its relevant district(s) at a level that is statistically significant. One school tested fewer than 15 students; therefore, its performance cannot be reported. 4 State Charter Schools Performance Evaluation, 2017/18 Half of state charter schools serving middle grades perform below the average public middle school in the state with a similar student population at a level that is statistically significant. Twenty-one state charter schools serve middle grades. For two schools, their cross-subject average performance is above the state average for all middle schools at a level that is statistically significant For nine state charter schools, their cross-subject average performance is indistinguishable from the state average for all middle schools. For eleven state charter schools, their cross-subject average performance is below the state average for all middle schools at a level that is statistically significant. One school serves K-5, but gives middle school EOG exams. Only one state charter school serving middle grades within a defined attendance zone performed at a level that is clearly better than the average of all middle schools in their relevant district(s). Ten state charter schools that serve middle grades have a non-statewide attendance zone that includes one or more school districts. One of the ten schools' cross-subject ELA and Math performance is higher than the average middle school in its relevant district(s). For four of the ten non-statewide schools, the cross-subject average performance is indistinguishable from the average middle school in their district(s). For five schools of the ten non-statewide schools, the cross-subject average performance is worse than the average middle school in their district(s). The performance of state charter schools serving high school grades varies when compared to the average public high school in the state. Ten state charter schools serve grades 9-12. In three high schools, their cross-subject average performance is statistically higher than the state average for all high schools. In five high schools, their individual test-school performance is higher than the state average of all high schools in at least one subject. For seven schools, their individual test-school performance is indistinguishable from the state average of all high schools in at least one subject. In five schools, their individual test-school performance is below the state average of all high schools in at least one subject. Across the 54 test-school combinations: o the test-school performance was indistinguishable from the state average in 26 cases; o the test-school performance was below the state average in 18 cases and that difference is statistically significant; and o the test-school performance was above the state average in 10 cases, with the difference being statistically significant. Small sample sizes at some of the tested schools, in part, contribute to their results being indistinguishable from the state. 5 State Charter Schools Performance Evaluation, 2017/18 Two schools tested fewer than 15 students; therefore, their performance cannot be reported. One school only has a cross-subject average and not enough students to report scores for each individual end-of-course exam. For the majority of subjects at the high school level, most state charters with non-statewide attendance zones perform at a level that is indistinguishable from the average high school in their district(s). Of the ten state charter schools that serve high school grades, three serve students in one or more school districts, resulting in 19 subject-school combinations. For one school, its performance is indistinguishable from the district average in four of six subjects. In another school, its performance is indistinguishable from the district average in three of eight subjects. For the third school, its performance is indistinguishable from the district average in five of five subjects. 6 State Charter Schools Performance Evaluation, 2017/18 I. Introduction and Background Twenty-nine state charter schools operated in Georgia during the 2017/18 school year, but two have since closed, so this report only includes performance metrics for the remaining 27 schools. Even though the current State Charter Schools Commission (SCSC) has only been in operation since 2013, a number of the state charter schools began operation well before 2013. Some charters schools were originally formed as state chartered special schools or were initially chartered by the original Georgia Charter Schools Commission, which was declared unconstitutional by the Georgia Supreme Court.1 Table 1 summarizes information about the 27 schools that operated during the 2017/18 school year and remain in operation in 2018/19. The information provided includes when the school opened, whether it is affiliated with an education management organization (EMO), grades served, curricular model, school calendar, delivery model (virtual vs. physical classrooms), attendance zone, and any special enrollment requirements (e.g., parental participation requirements or gender restrictions). The 27 schools vary in their structure, mission, and service area. For example, two of the 27 state charter schools are virtual schools, and many of the state charter schools target traditionally underserved populations. Four of the schools are single-gender schools. Less than half of state charter schools (9 of 27) serve students in a single school district, while the others either serve students from multiple school districts or the entire state. The state charter schools also vary considerably in the populations of students they serve, as illustrated in Table 2. Eight of the 27 schools have student bodies consisting of 90 percent or more African-American students. In contrast, one has a student population in which 75 percent or more of the students are non-Hispanic whites. There is considerable diversity in proportions of Limited English Proficiency (LEP) students, students eligible for Free/Reduced-Price Lunch (FRL), Direct Certification Students, Students with Disabilities (SWD), and gifted students as well.2 1Details on the history of charter schools in general and more specifically state chartered schools, are contained in Georgia Department of Education (2012). 2The school-level FRL percentage is computed from individual-level data. If an individual student attended a school that participates in provision 2 of the Special Assistance Alternatives (SAS) or the Community Eligibility Provision (CEP), as provided by the Georgia Department of Education's School Nutrition Program, then the student is classified as FRL, no matter what his original individual designation. Direct Certification refers to students who either live in a family unit receiving SNAP benefits, live in a family unit receiving TANF benefits, are identified as homeless, are in foster care, or are migrant. Since the income thresholds for SNAP and TANF benefits are lower than for free/reduced-price lunch, the direct certification percentage is generally lower than the FRL percentage in most schools. There are two SCSC schools where this is not the case, one of which has no students reported as FRL, suggesting the school either does not participate in the nutrition program or did not report FRL eligibility at the student level. 7 State Charter Schools Performance Evaluation, 2017/18 Table 1: General Characteristics of State Charter Schools School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School National Atlanta Heights 2010 Heritage K-8 Academies None Normal No Compass Learning: Brookhaven Innovation Academy 2016 No cross-curricula, K-6 STEM-focused; project-based Extended Day/Year No K-8 coding curriculum Cherokee Charter Academy 2011 Charter Schools USA K-8 None Normal No Cirrus Academy Charter 2016 Coastal Plains Education Charter 2017 No K-8 STEM + Arts Normal No Self-paced, individualized, No 9-12 evening high school for students Year-round No struggling at other schools Coweta Charter Academy 2010 Charter Schools USA K-8 None Normal No Virtual/ Online School No No No No No No Serves Multiple Districts No Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in Atlanta Public Schools zone Students Yes Not Specified residing in State of GA No 20 hours volunteer/year for one child, 30 hours/year for more than one child Students residing in Cherokee County Public Schools zone Students Yes Not Specified residing in State of GA Students Yes Not specified residing in State of GA No 20 hours volunteer/year for one child, 30 hours/year for more than one child Students residing in Coweta County Public Schools zone 8 State Charter Schools Performance Evaluation, 2017/18 School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School DuBois Integrity Academy 2015 Foothills Education Charter High School Fulton Leadership Academy Genesis Academy for Boys 2015 2010 2017 GA Common core No K-5 standards with STEM Normal No and Arts integration Self-paced, individualized, No 9-12 evening high school for students Year-round No struggling at other schools STEM with focus on No aviation and 6-12 aeronautics - partnership with Civil Normal Boys Only Air Patrol No K-10 College preparatory Extended Day/Week/ Year Boys Only Virtual/ Online School No No No No Serves Multiple Districts No Yes No Yes Parental Involvement Requirement 30 volunteer hours/year Enrollment Restrictions Students residing in Clayton County Public Schools zone Not Specified Students residing in State of GA 20 volunteer hours/year Not specified Students residing in Fulton County Public Schools zone Students residing in State of GA Genesis Academy for Girls 2017 No K-10 College preparatory Extended Day/Week/ Year Girls Only No Students Yes Not specified residing in State of GA Georgia Connections Academy 2011 Connections Academy K-12 Online Curriculum Normal No Georgia Cyber Academy 2014 K12 Inc. K-12 Online Curriculum Normal No Students Yes Online Not Specified residing in State of GA Students Yes Online Not Specified residing in State of GA 9 State Charter Schools Performance Evaluation, 2017/18 School Name Calendar Year Opened Georgia School for Innovation and the Classics 2015 International Academy of Smyrna 2017 International Charter School of Atlanta 2015 EMO Affiliation No No No Grades Curriculum Focus School Year Classical education approach with career pathways for K-7 secondary students Normal (Linguistics, Nuclear Tech, Sustainable Ag, Entertainment Tech) International Baccalaureate K-6 Program, Primary Normal and Middle Years programs Language immersion K-8 emphasis (French, German, Spanish, Normal Mandarin) SingleGender School No No No Ivy Preparatory Academy at Kirkwood 2011 Liberty Tech Charter School 2016 Mountain Education Charter School 2007 Curriculum is entirely No K-8 College Preparatory. Saturday Academy is available to Extended Day/Week/ Year Girls Only struggling students. Classical/STEM hybrid, House System to learn Extended No 3-8 college and career Year: 210 No readiness, physical education daily days Self-paced, individualized, No 9-12 evening high school for students Year-round No struggling at other schools Virtual/ Online School No No No No No No Serves Multiple Districts Yes No Yes Yes Yes Yes Parental Involvement Requirement Not Specified Not specified Not Specified Not Specified Not Specified No Enrollment Restrictions Students residing in State of GA Students residing in Cobb County Schools zone Students residing in State of GA Students residing in DeKalb County and Atlanta Public Schools zones Students residing in State of GA Students residing in State of GA 10 State Charter Schools Performance Evaluation, 2017/18 School Name Calendar Year Opened Odyssey School 2004 Pataula Charter Academy 2010 Resurgence Hall 2017 SAIL School for Arts-Infused Learning 2017 Scintilla Charter Academy 2015 EMO Affiliation No No No No No Grades Curriculum Focus School Year Multi-age classrooms - students grouped K-8 by skill level/Looping: students remain with teacher two years Expeditionary Learning: project based lectures and K-12 curriculum delivery/Looping: students remain with teacher for two years Normal Normal SingleGender School No No Emphasis on K-8 computer science, design-thinking and literacy and use of Extended Day/Year No blended learning Arts-infused learning with robust fine arts K-8 and foreign language Normal No program, multiple year looping Project-based K-5 learning with emphasis on service Normal No learning Virtual/ Online School No No No No No Serves Multiple Districts No Yes Yes Yes Yes Parental Involvement Requirement 18 hours per academic year Not Specified Not specified Not specified 20 volunteer hours/year Enrollment Restrictions Students residing in Coweta County Public Schools zone Students residing in Baker, Calhoun, Clay, Early, Randolph Public School zones Atlanta Public Schools or Fulton County Schools zones Students residing in State of GA Students residing in Lowndes County and Valdosta City School zones 11 State Charter Schools Performance Evaluation, 2017/18 School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions Southwest Interdisciplinary, Students Georgia STEM 2016 No K-5 place-based paired Normal No No Yes Not Specified residing in Charter with STEM State of GA Statesboro STEAM College, Careers, Arts & Technology Academy (CCAT) 2002 Utopian Academy for the Arts 2014 Multi-age classrooms No 6-12 - students grouped Year-round No No by skill level Expeditionary Learning Curriculum. No 6-8 Single-gender instructional approach, and classes in the Extended Day/Week/ Year No No dramatic, media, and culinary arts. Students No 1 Hour of Service/week residing in Bulloch County Public Schools zone Attendance of a Students New Parent residing in No Orientation Clayton Meeting & sign County Public an agreement Schools zone Sources: Georgia Department of Education (2010), Georgia Department of Education (2011), Georgia Department of Education (2016b), Georgia Department of Education (2016d), individual-level data from GAAWARDS and state charter school websites. 12 State Charter Schools Performance Evaluation, 2017/18 Table 2: Students Served by State Charter Schools School Name Atlanta Heights Brookhaven Cherokee Cirrus Coastal Plains Coweta DuBois Foothills Fulton Leadership Genesis - Boys Genesis - Girls GA Connections GA Cyber GA Innovation International - Smyrna International - Atlanta Ivy Prep. Kirkwood Liberty Tech Mountain Ed. Odyssey Pataula Resurgence Hall SAIL Scintilla Pct. Female 51.0 44.8 49.6 54.1 48.4 51.6 49.5 44.5 0.0 0.0 100.0 53.7 51.7 50.9 51.3 57.7 100.0 52.8 47.3 45.0 49.1 50.0 63.7 50.6 Pct. White 0.1 45.4 68.0 2.9 55.1 71.8 0.3 54.5 0.0 3.6 2.7 49.7 47.3 71.6 1.6 39.1 0.0 62.3 78.8 50.3 69.4 0.9 68.1 48.4 Pct. Black 96.2 24.4 16.5 94.8 34.1 15.9 98.1 31.7 97.4 87.5 93.5 34.2 35.9 18.0 73.5 28.1 96.6 26.2 4.4 31.2 21.0 97.4 17.4 40.2 Pct. Hispanic 2.4 17.7 13.3 0.5 8.3 6.3 0.4 10.0 2.0 8.0 3.8 8.2 8.1 5.4 18.2 17.8 2.8 6.7 14.6 11.0 5.4 1.8 8.8 5.7 Pct. Other Race 1.2 12.5 2.2 1.8 2.4 6.0 1.2 3.7 0.6 0.9 0.0 7.9 8.7 5.1 6.7 14.9 0.6 4.9 2.2 7.5 4.3 0.0 5.8 5.7 Pct. FRL 94.5 10.5 14.4 100.0 47.1 11.3 100.0 61.5 87.3 45.1 53.0 29.5 66.5 0.0 66.2 1.1 78.2 17.6 100.0 40.6 61.5 66.7 15.0 52.6 Pct. Direct Cert 70.0 5.8 13.9 66.9 36.6 12.4 48.6 29.3 32.2 33.3 34.9 24.0 35.9 20.8 19.5 8.6 46.9 11.1 21.5 19.0 30.1 40.9 11.2 29.7 Pct. LEP 2.2 10.4 8.6 0.2 1.7 0.3 2.7 1.5 0.0 7.2 3.2 0.6 0.9 0.1 13.0 7.7 0.4 0.5 3.3 4.2 0.7 0.0 0.0 0.2 Pct. SWD 10.0 10.3 14.0 5.4 13.7 10.9 15.0 15.5 15.9 4.9 2.7 11.8 13.7 10.5 4.7 5.9 6.4 10.4 14.2 14.4 9.1 4.4 6.3 11.2 Pct. Gifted 0.0 0.0 4.5 0.0 1.4 13.9 1.9 2.4 10.1 5.4 2.7 4.1 9.3 5.9 8.7 6.5 0.0 15.7 0.0 11.0 5.4 0.0 7.9 11.6 13 State Charter Schools Performance Evaluation, 2017/18 School Name Pct. Female Pct. White Pct. Black Pct. Hispanic Pct. Other Race Pct. FRL Pct. Direct Cert Pct. LEP Pct. SWD Pct. Gifted Southwest GA 56.5 72.5 15.5 7.2 4.8 68.1 38.9 0.5 13.0 0.0 Statesboro STEAM 47.6 72.0 21.3 3.7 3.0 57.3 21.3 0.0 15.2 18.9 Utopian 49.4 0.4 94.2 4.6 0.8 100.0 44.2 0.0 12.0 0.0 Note: For the purposes of this table, students who attended more than one school were attributed to the school where they attended the longest period of time during the school year. Percent other race includes Asian, Pacific Islander, American Indian, and multiial. The percentage of students in each of the component racial groups is less than five percent for each state charter school, except for International Charter School of Atlanta. Foothills was allowed to submit a list of directly certified students in lieu of FRL, since Foothills has evening classes and no lunch program. The reported FRL percentage is based on this additional information. Source: Individual-level student data from the GAAWARDS system and school-level data on direct certification and school-wide subsidized lunch programs from the Governor's Office of Student Achievement. 14 State Charter Schools Performance Evaluation, 2017/18 II. Results All State Charters A. Value-Added and Student Growth Model Estimates There are two methods employed by states to evaluate the impact of schools on student achievement, value-added models and student growth percentile models. Each method has advantages and disadvantages relative to the other. The value-added approach compares the actual test score of each student to the score that is predicted for that student based on their prior-year scores and observable characteristics. In contrast, the student growth percentile method compares the current test scores of students with those of other students who had the same or similar history of past test scores. Differences in the observable characteristics are not explicitly taken into account in the student growth percentile method. Details of the value-added estimation are provided in the Appendix. A thorough explanation of the student growth percentile model and how it compares to the value-added model are provided in Georgia Department of Education (2017). This report presents school performance estimates based on both approaches. By construction, the average school (weighted by the count of students) at a given grade grouping (elementary, middle or high school) in Georgia has a school effect of zero in the valueadded model (controlling for individual and school-level student characteristics). The performance of each school in a given grade grouping is measured relative to this weighted average. Thus, a positive estimated value for an elementary school's effect indicates that students attending that school experience greater growth in achievement than do students with the same observable characteristics at schools serving similar student populations. Negative values do not mean that the achievement of the school's students fell during the year. Instead, a negative school effect indicates the gap between that school's contribution to student achievement and the contribution of the average school serving a similar student population (measured in standard deviation units). For example, a value of -0.10 means that a school's effect on student achievement is 0.10 standard deviations below that of the average of all schools in the state, where each school's contribution is based on their student's performance controlling for both individual-level student characteristics and prior test scores as well as school-level characteristics. In the same way, a value of 0.10 means that a school's effect is 0.10 standard deviations above the average of all schools in the state, where each school is being compared to schools serving observationally similar student bodies. To put this in perspective, reducing class size in elementary grades by seven students is associated with a 0.10 to 0.20 standard deviation increase in student achievement (Whitehurst & Chingos (2011)) and the difference in the effectiveness of a first-year teacher and one with three years of experience is about 0.07 standard deviations (Dee & Wyckoff (2015)). The value-added effects for schools are statistical estimates and carry some degree of uncertainty. Along with the estimated effects, the value-added model generates a measure of the uncertainty of each school's effect, the estimated standard error. The estimated standard errors can be used to develop confidence intervals around each school's estimated impact on student achievement. With a confidence interval of approximately plus-or-minus two standard errors, one can be 95 percent confident that the true school effect lies in that range. Thus, for example, if a school's estimated effect is 0.50 and the standard error is 0.10, one can be 95 percent confident that the true effect lies in the range of 0.30 to 0.70. This information can then be used to determine how confident we are that a given school's performance is above, below, or equal to the average school. The standard errors and confidence intervals will generally be smaller as 15 State Charter Schools Performance Evaluation, 2017/18 the number of students per school increase. The estimated school effect on achievement will vary with the performance of individual students. In a small school, random events like a student having a poor night's sleep or getting "lucky" in his/her guesses on an exam will have a larger impact on the school's overall effect, creating more uncertainty in the true school effect; whereas in a large school, such random events will tend to cancel out. Thus, for example, the Georgia Cyber Academy, which has the largest enrollment of any state charter school, correspondingly tends to have the smallest confidence interval. Student growth percentiles measure where a student is in the distribution of current achievement relative to students with the same prior-year test score (or history of test scores). Thus, by definition, a score of 50 for a student indicates that about half of students with the same test score last year did better this year and about half did worse. School-level averages of student growth percentiles are reported below. The statewide school-level mean of SGPs is approximately equal to the statewide student median of 50, which provides a benchmark for comparing scores across schools.3 Unlike the value-added model, the student growth percentiles produced from Georgia's student growth model do not include standard errors or confidence intervals.4 Without this information, one cannot quantify the likelihood that two schools with different mean SGPs are, in fact, different. In other words, without this measure of precision, we cannot judge one school as superior to another based on SGPs alone. For both the value-added and student growth models, separate estimates are presented for different grade groupings and for different subjects. In addition, an estimated effect on average performance across all subjects in each grade grouping is produced. Thus, for example, a charter serving grades K-8 receives two value-added scores in Math, one for its impact on Math achievement of students in elementary grades (grades 4 and 5) and another for its impact on students in middle grades (grades 6-8). 3 For 2013/14, the Georgia Department of Education (GaDOE) computed student growth percentiles in two different ways. In the "cohort SGP" approach, statistical models are updated annually so that the median student receives a SGP of 50 each year. This means that the baseline is reset each year and (as with valueadded measures), it is not possible to measure a general increase in student achievement gains across all students. In attempt to capture general changes over time in teacher effectiveness, the GaDOE also computed a "baseline-referenced SGP." As the name implies, the baseline-referenced SGP uses the same model each year which was developed using a baseline cohort of students. This results in SGPs relative to the baseline cohort and, therefore, allows for the possibility of universal improvement in performance over time. However, as a consequence, the median baseline-referenced SGP does not necessarily equal 50. In 2013/14, cohort-referenced SGPs were used for EOCTs in Math, but baseline-referenced SGPs were used for the CRCTs and all non-Math EOCTs. Due to the adoption of the new Milestones exams, in 2014/15, only cohort-referenced SGPs were computed. See McCaffrey, Castellano and Lockwood (2014). 4 It is possible to compute standard errors for student growth percentiles, but there is no single accepted methodology for doing so and most state accountability systems that utilize student growth percentiles, including Georgia's, do not report standard errors at this time. For a discussion of standard errors in the student growth model, see Doran, Swanlund and Lemke (2012) and American Institutes for Research (2012). 16 State Charter Schools Performance Evaluation, 2017/18 B. Summary of Findings A total of 11 figures comparing the school value-added and student growth percentiles for each charter school to the state-wide average are presented in this section. For both elementary grades and middle grades there are three figures: one for Math, one for English language arts (ELA), and another for the cross-subject average of Math and ELA.5 Within each of these six figures is a graph depicting performance based on school value-added and another representing school-average student growth percentiles. In past years, up to five subject-specific scores were reported for elementary and middle grades, but reading-specific tests were dropped in 2015/16 and science and social studies tests were no longer administered in consecutive grades in 2016/17. At the high school level, there are five figures depicting school performance derived from student scores on end-of-course exams in Math and language arts: 9th-Grade Literature, American Literature, Algebra 1, Geometry, and the cross-subject average of Math and ELA.6 Student growth percentiles are only available for 9th-Grade Literature, American Literature, Algebra 1 and Geometry.7 Based on value-added, the most common result overall was that state charters perform at a level that is not statistically different from the average of schools with similar student populations in Georgia. This is true in three of the six grade group/subject combinations: elementary ELA, middle school ELA, and Algebra 1. In three other areas, a plurality of state charters perform statistically worse than schools serving similar student populations: elementary Math, middle school Math, and Geometry. In none of the six areas was it most common for the state charters to outperform the state average. For both the elementary and middle school crosssubject averages, a plurality of state charter schools performed worse than the state average. The variation in effectiveness across subject areas could be due to a variety of factors, including teacher quality and instructional methods, which may vary across schools. The comparisons with state averages provide an overall picture of state charter school performance. More relevant are comparisons between individual state charter schools and other schools (both traditional public schools and local charters) in the geographic areas they serve. Following the 11 figures that combine results for all state charters, Section III presents individual school summaries as well as graphs comparing each school's results with schools in the district it serves (where applicable). 5 Prior to 2016/17, end-of-grade exams were administered in grades 3-8 in four subjects, ELA, Math, science and social studies. The science and social studies tests were dropped in 2016/17. Consequently, crosssubject averages in 2016/17 are computed over four subjects, but only reflect Math and ELA performance after that year. 6 Two other end-of-course exams were administered in 2017/18, Coordinate Algebra and Analytic Geometry. Estimates for these two tests are not reported because none of the 27 current SCSC schools had a sufficient number of students (15 or more) taking the exam to yield reliable VAM estimates. 7 The GaDOE chose to only compute student growth percentiles for end-of-course exams in Math and ELA. 17 State Charter Schools Performance Evaluation, 2017/18 Figure 1: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 4 and 5 Average Across All Subjects [Statewide] 18 State Charter Schools Performance Evaluation, 2017/18 Figure 2: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 4 and 5 English Language Arts [Statewide] 19 State Charter Schools Performance Evaluation, 2017/18 Figure 3: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 4 and 5 Math [Statewide] 20 State Charter Schools Performance Evaluation, 2017/18 Figure 4: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 6, 7, and 8 Average Across All Subjects [Statewide] 21 State Charter Schools Performance Evaluation, 2017/18 Figure 5: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 6, 7, and 8 English Language Arts [Statewide] 22 State Charter Schools Performance Evaluation, 2017/18 Figure 6: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 6, 7, and 8 Mathematics [Statewide] 23 State Charter Schools Performance Evaluation, 2017/18 Figure 7: Value-added School Effects and Mean Student Growth Percentiles for Schools Serving Grades 9 through 12 Average Across All Subjects [Statewide] 24 State Charter Schools Performance Evaluation, 2017/18 Figure 8: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 9 through 12 9th Grade Literature [Statewide] 25 State Charter Schools Performance Evaluation, 2017/18 Figure 9: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 9 through 12 American Literature [Statewide] 26 State Charter Schools Performance Evaluation, 2017/18 Figure 10: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 9 through 12 Algebra 1 [Statewide] 27 State Charter Schools Performance Evaluation, 2017/18 Figure 11: Value-added Schools Effects (School Fixed Effects (FE)) and Mean Student Growth Percentiles for Schools Serving Grades 9 through 12 Geometry [Statewide] 28 State Charter Schools Performance Evaluation, 2017/18 III. Results Individual School Summaries The following tables summarize both state and district comparisons of performance for each state charter school. Two estimates of school performance are reported, one based on the value-added model and the other derived from the student growth model. The value-added model includes a multitude of all available individual-level student characteristics (plus prior-year test scores) and the school-level percentages of students with disabilities, limited English proficiency students, and students who are directly certified as controls. In contrast, the student growth model indirectly controls for student characteristics by comparing the performance of individual students to other students with similar test-score histories. For both the value-added and student growth percentile measures, a state percentile and a district rank are presented. The state percentile represents the proportion of schools in the state with a lower estimated school effect. Thus, for example, a state percentile of 60 means that 60 percent of schools in the relevant grade group rank below the school. District ranks represent the position of a school relative to other schools in the same district offering the same grade group. For example, a ranking of "25 out of 40" indicates that 24 schools from the relevant district have higher scores and 15 have lower scores. Schools with a statewide attendance zone have no district rank or district comparison. For state charters with a less-than-statewide attendance zone, it is possible to compare their performance to traditional public schools and locally-approved charters in the same area. For nearly all state charter students, the relevant public school option is a school in the same district as the district served by their current school. Put differently, a within-district comparison shows how students would likely fare if a state charter were to close and a student then attended the average-performing school in the same district or multi-district area. For both the value-added and student growth metrics, a comparison between a school's performance in 2017/18 and its performance in 2015/16 and 2016/17 is provided. Estimates for all three years are based on the same general two-step value-added approach. Due to data limitations, the construction of the direct certification measure in 2016/17 differs slightly from that used in other years. Also, due to the elimination of end-of-grade tests in science and social studies for grades 4, 6 and 7, the 2015/16 cross-subject average performance measures average performance over four subjects whereas for subsequent year the cross-subject average only includes Math and ELA. Each school summary report is structured as follows: Key Findings General Characteristics School Demographics Value-Added and SGP Results Summary by Grade Level and Subject Comparison of Summary Results from 2015/16 through 2017/18 Comparison of School Impact (for non-statewide schools only) 29 State Charter Schools Performance Evaluation, 2017/18 Atlanta Heights Charter School Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.0324 in elementary grades and -0.0828 in middle grades. Atlanta Heights Charter School's impact on student achievement is indistinguishable from the state average in elementary grades, statistically lower than the state average in middle grades, and statistically lower than the district in elementary and middle grades. Atlanta Heights Charter School's 2017/18 performance in elementary and middle grades is generally lower than its performance in 2015/16 and 2016/17. The school's contribution to student achievement is: o indistinguisbale from the state average, but lower than the district average in elementary school ELA; o indistinguishable from the district and state average in elementary school Math; o indistinguishable from the district and state average in middle school ELA; and o lower than the district and state average in middle school Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades National Atlanta Heights 2010 Heritage K-8 Academies Curriculum Focus None School Year SingleGender School Virtual/ Online School Serves Multiple Districts Normal No No No Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in Atlanta Public Schools Zone Atlanta Heights Charter School 30 State Charter Schools Performance Evaluation, 2017/18 Students Served School Name Atlanta Heights Pct. Female Pct. White Pct. Black 51.0 0.1 96.2 Pct. Hispanic 2.4 Pct. Other Race 1.2 Pct. FRL 94.5 Pct. Direct Cert 70.0 Pct. LEP 2.2 Pct. SWD Pct. Gifted 10.0 0.0 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0324 Elementary / -0.0828 Middle Average Overall School Effect in District: 0.0420 Elementary / 0.0398 Middle Atlanta Heights's contribution to an elementary and middle school student's average achievement across ELA and Math is indistinguishable from and lower than the state average, respectively, and lower than its district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? -0.0671 0.0238 -0.0324 0.0105 -0.1377 -0.0828 25 No 57 No 38 No 54 No 12 Lower 14 Lower 49 of 59 42 of 59 47 of 59 20 of 26 25 of 26 25 of 26 0.0172 0.0741 0.0420 Lower No Lower 0.0557 0.0505 0.0398 No Lower Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) 44 16 47 of 59 46 32 48 of 59 45 21 52 of 59 50 47 16 of 26 34 2 26 of 26 42 6 26 of 26 Atlanta Heights Charter School 31 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Atlanta Heights' performance in elementary and middle grades has declined over the last three years. Performance in elementary ELA, elementary Math, middle school ELA, and middle school Math is lower than performance in the 2016/17 and 2015/16 school years. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average -0.0657 No 0.1940 Higher 0.0145 No 0.0601 Lower 0.0270 Higher 0.0257 No 0.0068 No 0.1884 Higher 0.0980 Higher 0.0202 No 0.0836 Higher 0.0517 No -0.0671 No 0.0238 No -0.0324 No 0.0172 Lower 0.0741 No 0.0420 Lower Atlanta Heights Charter School 32 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Middle ELA 0.1038 Higher 0.0352 No 0.0975 Higher 0.0423 No 0.0105 No 0.0557 No Math 0.1963 Higher -0.0090 Higher 0.0867 Higher 0.0364 No -0.1377 Lower 0.0505 Lower All-Subject Average 0.0489 No -0.0165 Higher 0.0898 Higher 0.0380 No -0.0828 Lower 0.0398 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Atlanta Heights Charter School 33 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 40 6 56 of 58 Math All-Subject Average 51 55 21 of 58 43 18 42 of 58 Middle ELA 48 36 15 of 24 Math 56 82 3 of 24 All-Subject Average 49 50 5 of 24 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 50 49 20 of 58 55 72 18 of 58 53 64 19 of 58 53 77 3 of 22 49 43 12 of 22 51 56 7 of 22 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 44 16 47 of 59 46 32 48 of 59 45 21 52 of 59 50 47 16 of 26 34 2 26 of 26 42 6 26 of 26 Atlanta Heights Charter School 34 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 35 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 36 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 37 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 38 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 39 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Math State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 40 State Charter Schools Performance Evaluation, 2017/18 Brookhaven Innovation Academy Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.0746 in elementary grades and 0.0200 in middle grades. Brookhaven Innovation Academy's impact on student achievement is statistically below the state average in elementary grades and indsitnguishable from the state average in middle grades. Because the school serves students throughout the state, it does not have a district comparison group. Brookhaven Innovation Academy's 2017/18 performance in elementary and middle grades is slightly higher than its performance in 2016/17. The school's contribution to student achievement is: o below the state average in elementary Math; and o indistinguishable from the state average in elementary ELA, middle school Math, and middle school ELA. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Brookhaven Innovation 2016 No K-6 Academy Curriculum Focus Compass Learning: cross-curricula, STEM-focused; project-based K-8 coding curriculum School Year Extended Day/Year SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in State of GA Brookhaven Innovation Academy 41 State Charter Schools Performance Evaluation, 2017/18 Students Served School Name Brookhaven Pct. Female 44.8 Pct. White 45.4 Pct. Black 24.4 Pct. Hispanic 17.7 Pct. Other Race 12.5 Pct. FRL 10.5 Pct. Direct Cert 5.8 Pct. LEP 10.4 Pct. SWD Pct. Gifted 10.3 0.0 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0746 Elementary / 0.0200 Middle Brookhaven Innovation Academy's contribution to an elementary student's average achievement across ELA and Math is statistically below the average elementary school in the state, but its contribution to a middle school student's average achievement across ELA and Math is indistinguishable from the average middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math -0.0717 -0.1102 -0.0746 0.0338 0.0063 24 No 21 Lower 23 Lower 66 No 51 No Brookhaven Innovation Academy 46 24 47 38 47 29 49 40 52 58 42 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average 0.0200 60 No 50 53 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Brookhaven's performance in middle grades has improved over the last two years. Performance in middle school ELA, and middle school are now indistinguishable fom state averages whereas in 2016/17 performance was stasticallly below that of the average middle school in the state serving a comparable set of students. Brookhaven Innovation Academy 43 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry -0.0849 -0.4218 -0.2535 No Lower Lower -0.2142 Lower -0.2744 Lower -0.2517 Lower -0.0717 -0.1102 -0.0746 No Lower Lower 0.0338 No 0.0063 No 0.0200 No Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Brookhaven Innovation Academy 44 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 43 13 27 1 35 1 39 2 34 2 36 1 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 46 24 47 38 47 29 49 40 52 58 50 53 Brookhaven Innovation Academy 45 State Charter Schools Performance Evaluation, 2017/18 Cherokee Charter Academy Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1202 in elementary grades and -0.0042 in middle grades. Cherokee Charter Academy's performance is not statistically different from state and district averages in middle school grades, but is below the state average and district average in elementary grades. Cherokee Charter Academy's achievement in 2017/18 is generally similar to its performance in 2015/16 and 2016/17. The 2017/18 middle school Math improved relative to 2016/17, but the elementary ELA, elementary Math, and middle school ELA declined. The school's contribution to student achievement is: o lower than the state average in elementary ELA and middle school Math, but indistinguishable from the district average; o below the state and district averages in elementary Math; and o indistinguishable from the state and district averages in middle school ELA. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Cherokee Charter Academy Charter 2011 Schools K-8 USA Curriculum Focus None School Year SingleGender School Normal No Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement 20 hours volunteer/year for one child, 30 hours/year for more than one child Enrollment Restrictions Students residing in Cherokee County Public Schools Zone Students Served School Name Cherokee Pct. Female Pct. White Pct. Black 49.6 68.0 16.5 Pct. Hispanic 13.3 Pct. Other Race 2.2 Pct. FRL 14.4 Pct. Direct Cert 13.9 Cherokee Charter Academy Pct. LEP 8.6 Pct. SWD 14.0 Pct. Gifted 4.5 46 State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1202 Elementary / -0.0042 Middle Average Overall School Effect in District: -0.0349 Elementary / -0.0471 Middle Cherokee Charter Academy's contribution to an elementary student's average achievement across Math and ELA is lower than that of the average elementary school in the state and district. Its contribution to a middle school student's cross-subject average achievement is not statistically different from the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Percentile Statistically District District Statistically (higher is Different from Rank Average Different from better) State Average? (lower is District better) Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of State District Individual SGPs Percentile Rank (higher is (lower is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature -0.0910 -0.1528 -0.1202 0.0560 -0.0820 -0.0042 17 Lower 13 Lower 10 Lower 75 No 25 Lower 49 No 17 of 25 21 of 25 21 of 25 -0.0718 -0.0045 -0.0349 No Lower Lower 1 of 8 4 of 8 1 of 8 -0.0152 No -0.0799 No -0.0471 No Cherokee Charter Academy 49 45 12 of 25 46 32 23 of 25 48 34 19 of 25 57 90 1 of 8 51 53 3 of 8 52 66 2 of 8 47 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Percentile Statistically District District Statistically (higher is Different from Rank Average Different from better) State Average? (lower is District better) Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of State District Individual SGPs Percentile Rank (higher is (lower is better) better) Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. 48 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Cherokee Charter Academy's overall performance in elementary grades has been relatively constant over time. However, the 2017/18 middle school ELA performance declined relative to 2016/17. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.0021 No -0.0189 No -0.0756 Lower -0.0354 No -0.0910 Lower -0.0718 No Math -0.0826 Lower 0.0354 Lower -0.0480 No 0.0509 Lower -0.1528 Lower -0.0045 Lower All-Subject Average -0.0009 No 0.0189 No -0.0602 Lower 0.0080 Lower -0.1202 Lower -0.0349 Lower Middle ELA -0.0969 Lower 0.0439 Lower 0.1154 Higher 0.0066 Higher 0.0560 No -0.0152 No Math -0.2120 Lower -0.0093 Lower -0.0953 Lower -0.0528 No -0.0820 Lower -0.0799 No All-Subject Average -0.1008 Lower 0.0049 Lower 0.0016 No -0.0253 No -0.0042 No -0.0471 No High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. 49 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 53 72 10 of 25 Math 50 51 22 of 25 All-Subject Average 53 67 17 of 25 Middle ELA 45 22 12 of 12 Math 47 40 12 of 12 All-Subject Average 48 42 11 of 12 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 48 34 22 of 25 47 37 23 of 25 47 33 23 of 25 58 94 2 of 8 51 57 5 of 8 54 78 3 of 8 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 49 45 12 of 25 46 32 23 of 25 48 34 19 of 25 57 90 1 of 8 51 53 3 of 8 52 66 2 of 8 50 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 51 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 52 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 53 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 54 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 55 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Cherokee Charter Academy Comparison District: Cherokee County Schools 56 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2017/18 Cirrus Academy Charter Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1465 in elementary grades and -0.1263 in middle grades. Cirrus Academy Charter's performance is statistically below the state average in elementary and middle grades. Because the school serves students throughout the state, it does not have a district comparison group. Cirrus Academy Charter's performance in elementary grades remained lower than the state average in both 2016/17 and 2017/18. In 2017/18, its relative performance in middle grades was lower than its performance in 2016/17. The school's contribution to student achievement is: o below the state average in elementary Math and ELA and middle Math and ELA. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Cirrus Academy Charter 2016 No K-8 Curriculum Focus STEM + Arts School Year SingleGender School Virtual/ Online School Serves Multiple Districts Normal No No Yes Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in State of GA Students Served School Name Cirrus Pct. Female Pct. White Pct. Black 54.1 2.9 94.8 Pct. Hispanic 0.5 Pct. Other Race 1.8 Pct. FRL 100.0 Pct. Direct Cert 66.9 Pct. LEP 0.2 Pct. SWD Pct. Gifted 5.4 0.0 57 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1465 Elementary / -0.1263 Middle Cirrus Academy Charter's contribution to an elementary and middle school student's average achievement across ELA and Math is statistically below the average elementary and middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.2185 -0.1403 -0.1465 -0.1292 -0.1251 -0.1263 2 Lower 15 Lower 6 Lower 6 Lower 14 Lower 7 Lower Cirrus Academy Charter 45 20 37 6 41 7 42 5 41 12 41 6 58 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone are compared to the state average and, thus, have no comparison district. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Cirrus Academy Charter's performance in elementary grades, but performamnce in middle grades declined. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average -0.2369 Lower -0.4479 Lower -0.3420 Lower -0.0599 No -0.0292 No -0.0574 No -0.2185 Lower -0.1403 Lower -0.1465 Lower -0.1292 Lower -0.1251 Lower -0.1263 Lower 59 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject Elementary ELA Math All-Subject Average School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 37 2 18 1 27 1 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 45 20 37 6 41 7 60 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 46 20 46 30 46 23 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 42 5 41 12 41 6 61 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2017/18 Coastal Plains Education Charter High School Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA courses is 0.0111 in high school. Coastal Plains Education Charter's performance is indistinguishable from the state average in high school. Because the school serves students throughout the state, it does not have a district comparison group. Coastal Plains Education Charter's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement cannot be determined for individual EOC exams because there were less than 15 test- takers in any single subject. General Characteristics School Name Coastal Plains Education Charter Calendar Year Opened EMO Affiliation 2017 No Grades 9-12 Curriculum Focus Self-paced, individualized, evening high school for students struggling at other schools School Year Year-round SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not specified Enrollment Restrictions Students residing in State of GA Students Served School Name Coastal Plains Pct. Female Pct. White Pct. Black 48.4 55.1 34.1 Pct. Hispanic 8.3 Pct. Other Race 2.4 Pct. FRL 47.1 Pct. Direct Cert 36.6 Pct. LEP 1.7 Pct. SWD Pct. Gifted 13.7 1.4 62 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0111 High Coastal Plains Education Charter's contribution to a high school student's average achievement across ELA and Math is indistinguishable from the average high school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. However, specific subject area school effects are not reported because in each individual subject, less than 15 students took the exam. The overall subject average can be calculated because in total more than 15 students took an exam that contributes to this score. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature 63 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) American Literature Algebra 1 Geometry All-Subject Average 0.0111 56 No 45 19 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Coastal Plains Education Charter's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. 64 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2017/18 Coweta Charter Academy Key Findings The value-added estimate of the school's impact on student achievement across Math and ELA is 0.1067 in elementary grades and -0.0179 in middle grades. Coweta Charter Academy's performance is higher than the state and district average elementary school, but indistinguishable from the state and district average middle school. Coweta Charter Academy's performance in elementary and middle grades in 2017/18 is similar to its performance in 2016/17. The school's contribution to student achievement is: o higher than the state and district average in elementary Math and ELA; o below the state and district average in middle school Math; and o indistinguishable from the state and district averages in middle school ELA. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Coweta Charter Academy 2010 Charter Schools USA K-8 Curriculum Focus None School Year SingleGender School Normal No Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement 20 hours volunteer/year for one child, 30 hours/year for more than one child Enrollment Restrictions Students residing in Coweta County Public Schools Zone Students Served School Name Coweta Pct. Female Pct. White Pct. Black 51.6 71.8 15.9 Pct. Hispanic 6.3 Pct. Other Race 6.0 Pct. FRL 11.3 Pct. Direct Cert 12.4 Pct. LEP 0.3 Pct. SWD Pct. Gifted 10.9 13.9 65 Coweta Charter Academy State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1067 Elementary / -0.0179 Middle Average Overall School Effect in District: -0.0018 Elementary / 0.0313 Middle Coweta Charter Academy's contribution to an elementary student's average achievement across ELA and Math is higher than the average elementary school in the district and state. Coweta Charter Academy's contribution to student achievement averaged across two middle school subjects is indistinguishable from both the average middle school in the state and the average middle school in the district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 0.0902 0.1131 0.1067 -0.0334 -0.0970 -0.0179 81 Higher 79 Higher 86 Higher 32 No 19 Lower 42 No 2 of 21 4 of 21 4 of 21 6 of 8 8 of 8 8 of 8 -0.0323 -0.0148 -0.0081 Higher Higher Higher -0.0006 0.0100 0.0313 No Lower No Coweta Charter Academy 57 89 2 of 21 59 86 7 of 21 58 92 4 of 21 50 51 8 of 8 52 57 7 of 8 51 59 8 of 8 66 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District Rank District Percentile Different from (lower is Average (higher is State better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. 67 Coweta Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Coweta Charter Academy's performance in elementary grades in 2017/18 is generally improved relative to performance in 2015/16, but similar to performance in 2016/17. In middle school grades, the performance in 2015/16, 2016/17, and 2017/18 has been similar. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0512 No -0.1095 No 0.1880 Higher 0.0269 Higher 0.0902 Higher -0.0323 Higher Math 0.0035 No -0.0390 No 0.1385 Higher -0.0298 Higher 0.1131 Higher -0.0148 Higher All-Subject Average -0.0648 Lower -0.0683 No 0.1592 Higher -0.0019 Higher 0.1067 Higher -0.0081 Higher Middle ELA 0.0553 No -0.0045 No 0.0310 No 0.0127 No -0.0334 No -0.0006 No Math -0.1312 Lower 0.0093 Lower -0.2521 Lower 0.0098 Lower -0.0970 Lower 0.0100 Lower All-Subject Average -0.0921 Lower -0.0209 Lower -0.1071 Lower 0.0171 Lower -0.0179 No 0.0313 No High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. 68 Coweta Charter Academy State Charter Schools Performance Evaluation, 2017/18 *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 47 33 9 of 21 Math 52 58 8 of 21 All-Subject Average 48 40 12 of 21 Middle ELA 50 52 5 of 8 Math 47 40 8 of 8 All-Subject Average 46 27 8 of 8 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 64 98 2 of 21 59 88 4 of 21 61 97 2 of 21 55 86 3 of 8 45 24 8 of 8 50 49 8 of 8 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 57 89 2 of 21 59 86 7 of 21 58 92 4 of 21 50 51 8 of 8 52 57 7 of 8 51 59 8 of 8 69 Coweta Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools 70 Coweta Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools Coweta Charter Academy 71 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools Coweta Charter Academy 72 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools Coweta Charter Academy 73 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools Coweta Charter Academy 74 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Coweta Charter Academy Comparison District: Coweta County Public Schools Coweta Charter Academy 75 State Charter Schools Performance Evaluation, 2017/18 DuBois Integrity Academy Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is 0.1551 in elementary grades. DuBois Integrity Academy's performance is above the state and district averages in elementary grades. DuBois Integrity Academy's performance in elementary ELA and Math in 2017/18 is similar to performance in 2016/17. In elementary Math, the school effect increased from 2016/17 to 2017/18. The school's contribution to student achievement in 2017/18 is: o above the state and district average in elementary ELA and Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School DuBois Integrity Academy 2015 No GA Common core K-5 standards with STEM Normal No and Arts integration Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement 30 volunteer hours/year Enrollment Restrictions Students residing in Clayton County Public Schools Zone Students Served School Name DuBois Pct. Female Pct. White Pct. Black 49.5 0.3 98.1 Pct. Hispanic 0.4 Pct. Other Race 1.2 Pct. FRL 100.0 Pct. Direct Cert 48.6 Pct. LEP 2.7 Pct. SWD Pct. Gifted 15.0 1.9 76 DuBois Integrity Academy State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1551 Elementary Average Overall School Effect in District: -0.0216 Elementary DuBois Integrity Academy's contribution to an elementary student's average achievement across ELA and Math is above that of the average elementary school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different from Rank (lower Average Different from (higher is State is better) District better) Average? Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry 0.1309 0.1674 0.1551 89 Higher 88 Higher 92 Higher 4 of 36 2 of 36 2 of 36 -0.0035 -0.0422 -0.0216 Higher Higher Higher DuBois Integrity Academy 57 89 6 of 36 58 84 6 of 36 58 91 3 of 36 77 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different from Rank (lower Average Different from (higher is State is better) District better) Average? Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results DuBois Integrity Academy's performance in elementary ELA and Math in 2017/18 is similar to performance in 2016/17. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math 0.0432 No -0.2554 Lower -0.2452 Lower 0.0211 No -0.0321 Lower 0.0041 Lower 0.2346 Higher 0.1187 Higher 0.1768 Higher 0.0850 Higher 0.0668 No 0.0763 Higher 0.1309 Higher 0.1674 Higher 0.1551 Higher -0.0035 Higher -0.0422 Higher -0.0216 Higher DuBois Integrity Academy 78 State Charter Schools Performance Evaluation, 2017/18 All-Subject Average High 9th Grade Literature American Literature Algebra Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 46 30 25 of 36 26 1 36 of 36 30 1 36 of 36 59 93 2 of 36 56 74 16 of 36 57 89 5 of 36 57 89 6 of 36 58 84 6 of 36 58 91 3 of 36 DuBois Integrity Academy 79 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) DuBois Integrity Academy 80 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: DuBois Integrity Academy Comparison District: Clayton County 81 DuBois Integrity Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: DuBois Integrity Academy Comparison District: Clayton County DuBois Integrity Academy 82 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: DuBois Integrity Academy Comparison District: Clayton County DuBois Integrity Academy 83 State Charter Schools Performance Evaluation, 2017/18 Foothills Education Charter High School Key Findings The value-added estimate of Foothills Education Charter High School's impact on a student's achievement in Math and ELA courses is 0.2935 in high school grades. The school's performance is higher than the state in each of the tested Math and ELA courses. Because the school serves students throughout the state, it does not have a district comparison group. Foothills Education Charter High School's performance in 2017/18 overall has increased compared to the 2015/16 and 2016/17 school years. American Literature has increased from 2016/17 to 2017/18, and 9th grade literature has decreased slightly from the 2015/16 school year, but was not reported in the 2016/17 school year. The school's contribution to student achievement is: o above the state average in 9th grade literature and American Literature. General Characteristics School Name Foothills Education Charter High School Calendar Year Opened 2015 EMO Affiliation No Grades 9-12 Curriculum Focus Self-paced, individualized, evening high school for students struggling at other schools School Year Year-round SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in State of GA Students Served School Name Foothills Pct. Female Pct. White Pct. Black 44.5 54.5 31.7 Pct. Hispanic 10.0 Pct. Other Race 3.7 Pct. FRL 61.5 Pct. Direct Cert 29.3 Pct. LEP 1.5 Pct. SWD Pct. Gifted 15.5 2.4 84 Foothills Education Charter High School State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.2935 High Foothills Education Charter High School's contribution to a high school student's achievement in Math and ELA is higher than the average high school in the state. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature 0.2508 0.2270 97 Higher 96 Higher 61 95 53 70 Algebra 1 Geometry All-Subject Average 0.2935 98 Higher 58 94 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone are compared to the state average and, thus, have no comparison district. Foothills Education Charter High School 85 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Foothills Education Charter High School's performance in 2017/18 overall has improved compared to the 2015/16 and 2016/17 school years. Performance in American Literature has increased since 2015/16 and has remained above the state average in 9th grade literature. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature 0.3999 Higher 0.2508 Higher American Literature 0.1218 No 0.0545 No 0.2270 Higher Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students Foothills Education Charter High School 86 State Charter Schools Performance Evaluation, 2017/18 who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature 63 98 American Literature 37 10 Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 42 15 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 61 95 53 70 Foothills Education Charter High School 87 State Charter Schools Performance Evaluation, 2017/18 Fulton Leadership Academy Key Findings The value-added estimate of Fulton Leadership Academy's impact on a student's average achievement across Math and ELA is 0.0335 in middle school and 0.0270 in high school grades. Fulton Leadership Academy's performance is not statistically different from the state or district averages for middle school ELA, middle school Math, and 9th Grade Literature. The school's contribution to student achievement is indistinguishable from the state and higher than the district for American Literature. Fulton Leadership Academy's performance in 2017/18 is generally consistent with its performance in 2015/16 and 2016/17. The school's contribution to student achievement is: o indistinguishable from the state and higher than the district average in American Literature; and o indistinguishable from the state and district average in middle school ELA and Math, as well as 9th Grade Literature. General Characteristics School Name Fulton Leadership Academy Calendar Year Opened 2010 EMO Affiliation No Grades 6-12 Curriculum Focus School Year STEM with focus on aviation and aeronautics - partnership with Civil Air Patrol Normal SingleGender School Boys Only Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement 20 volunteer hours/year Enrollment Restrictions Students residing in Fulton County Public Schools Zone Students Served School Name Fulton Leadership Pct. Female Pct. White Pct. Black 0.0 0.0 97.4 Pct. Hispanic 2.0 Pct. Other Race 0.6 Pct. FRL 87.3 Pct. Direct Cert 32.2 Pct. LEP 0.0 Pct. SWD Pct. Gifted 15.9 10.1 88 Fulton Leadership Academy State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0335 Middle/ 0.0270 High Average Overall School Effect in District: -0.0223 Middle/ 0.0267 High Fulton Leadership Academy's contribution to a middle and high school student's cross-subject average achievement is indistinguishable from that of the average middle and high school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry 0.0288 0.0112 0.0335 0.1325 0.2087 63 No 52 No 65 No 86 No 95 No 6 of 27 8 of 27 5 of 27 4 of 18 1 of 19 -0.0143 No -0.0428 No -0.0223 No 0.0589 No -0.0104 Higher Fulton Leadership Academy 48 30 17 of 27 52 61 11 of 27 50 48 12 of 27 50 48 14 of 18 34 98 1 of 19 89 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average 0.0270 63 No 10 of 20 0.0267 No 47 32 17 of 20 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Fulton Leadership Academy 90 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Fulton Leadership Academy's performance in 2017/18 is consistent with its performance in 2015/16 and 2016/17. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA -0.0323 No 0.0040 No 0.0315 No -0.0084 No 0.0288 No -0.0143 No Math -0.0212 No -0.0960 Higher -0.0226 No -0.0511 No 0.0112 No -0.0428 No All-Subject Average 0.0039 No -0.0497 Higher -0.0086 No -0.0286 No 0.0335 No -0.0223 No High 9th Grade Literature 0.0208 No 0.0172 No -0.0883 No 0.0344 No 0.1325 No 0.0589 No American Literature -0.0711 No 0.0090 No 0.2087 No -0.0104 Higher Algebra 1 0.1094 No 0.0367 No 0.0235 No 0.0655 No Coordinate Algebra Geometry 0.0639 No 0.0570 No Analytic Geometry 0.0617 No 0.0617 No Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Fulton Leadership Academy 91 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 39 4 25 of 26 Math 42 21 14 of 26 All-Subject Average 46 27 18 of 26 High 9th Grade Literature American Literature 40 10 16 of 18 47 41 12 of 19 Algebra 1 Coordinate Algebra 44 34 14 of 18 Geometry Analytic Geometry 50 55 1 of 1 Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 47 26 18 of 27 48 39 10 of 27 47 33 14 of 27 47 31 13 of 17 47 35 12 of 18 49 47 13 of 19 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 48 30 17 of 27 52 61 11 of 27 50 48 12 of 27 50 48 14 of 18 65 98 1 of 19 Fulton Leadership Academy 92 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools 93 Fulton Leadership Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools Fulton Leadership Academy 94 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools Fulton Leadership Academy 95 State Charter Schools Performance Evaluation, 2017/18 Subject Area: 9th Grade Literature State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools Fulton Leadership Academy 96 State Charter Schools Performance Evaluation, 2017/18 Subject Area: American Literature State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools Fulton Leadership Academy 97 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject High Average State Charter: Fulton Leadership Academy Comparison District: Fulton County Public Schools Fulton Leadership Academy 98 State Charter Schools Performance Evaluation, 2017/18 Genesis Academy for Boys Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.0669 in elementary grades and 0.0014 in middle grades. Genesis Academy for Boys' performance is indistinguishable from the state average in elementary and middle grades. Because the school serves students throughout the state, it does not have a district comparison group. Genesis Academy for Boys' performance for high school cannot be determined because there were not enough test takers. Genesis Academy for Boys' first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o indistinguishable from the state averages in elementary and middle school Math and ELA. General Characteristics School Name Genesis Academy for Boys Calendar Year Opened 2017 EMO Affiliation No Grades K-10 Curriculum Focus College preparatory School Year Extended Day/Week/ Year SingleGender School Boys Only Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not specified Enrollment Restrictions Students residing in State of GA Students Served School Name Genesis - Boys Pct. Female Pct. White Pct. Black 0.0 3.6 87.5 Pct. Hispanic 8.0 Pct. Other Race 0.9 Pct. FRL 45.1 Pct. Direct Cert 33.3 Pct. LEP 7.2 Pct. SWD Pct. Gifted 4.9 5.4 99 Genesis Academy for Boys State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0669 Elementary / 0.0014 Middle Genesis Academy for Boys' contribution to an elementary and middle school student's average achievement across ELA and Math is not statistically different from the average elementary and middle school in the state. Genesis Academy for Boys' performance for high school cannot be determined because there were not enough test takers. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.0857 -0.0768 -0.0669 -0.0743 0.0435 0.0014 19 No 31 No 25 No 19 No 66 No 52 No 42 9 42 17 42 10 47 25 55 74 51 57 Genesis Academy for Boys 100 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Genesis Academy for Boys' first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. Genesis Academy for Boys 101 State Charter Schools Performance Evaluation, 2017/18 Genesis Academy for Girls Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1687 in elementary grades and -0.1912 in middle grades. Genesis Academy for Girls' performance is statistically below the state average in elementary and middle grades. Because the school serves students throughout the state, it does not have a district comparison group. Genesis Academy for Girls' performance for high school cannot be determined because there were not enough test takers. Genesis Academy for Girls' first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o below the state averages in elementary and middle school Math; and o indistinguishable from the state averages in elementary and middle school ELA. General Characteristics School Name Genesis Academy for Girls Calendar Year Opened 2017 EMO Affiliation No Grades K-10 Curriculum Focus College preparatory School Year Extended Day/Week/ Year SingleGender School Girls Only Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not specified Enrollment Restrictions Students residing in State of GA Students Served School Name Genesis - Girls Pct. Female Pct. White Pct. Black 100.0 2.7 93.5 Pct. Hispanic 3.8 Pct. Other Race 0.0 Pct. FRL 53.0 Pct. Direct Cert 34.9 Pct. LEP 3.2 Pct. SWD Pct. Gifted 2.7 2.7 102 Genesis Academy for Girls State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1687 Elementary / -0.1912 Middle Genesis Academy for Girls' contribution to an elementary and middle school student's average achievement across ELA and Math is statistically below the average elementary and middle school in the state. Genesis Academy for Girls' performance for high school cannot be determined because there were not enough test takers. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.1566 -0.1735 -0.1687 -0.0651 -0.2384 -0.1912 6 No 10 Lower 4 Lower 21 No 4 Lower 2 Lower 36 1 32 2 34 1 40 3 33 2 37 2 Genesis Academy for Girls 103 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Genesis Academy for Girls' first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. Genesis Academy for Girls 104 State Charter Schools Performance Evaluation, 2017/18 Georgia Connections Academy Key Findings The value-added estimate of Georgia Connections Academy's impact on a student's average achievement across Math and ELA is -0.0986 in elementary grades, -0.0609 in middle grades, and 0.0525 in high school grades. Georgia Connections Academy's combined Math and ELA performance is below the state average in both elementary and middle grades, but higher in high school grades. Because the school serves students throughout the state, it does not have a district comparison group. Georgia Connections Academy's performance in 2017/18 has improved from 2016/17 in 9th Grade Literature, American Literature, Algebra 1, and Geometry. Its performance has been consistent in elementary Math and middle Math, but has decreased in elementary ELA and middle ELA across the three years. The school's contribution to student achievement is: o above the state average in 9th Grade Literature, and American Literature; o below the state average in elementary ELA and elementary Math, middle school Math, Geometry; and o indistinguishable from the state average in elementary ELA and Algebra 1. General Characteristics School Name Georgia Connections Academy Calendar Year Opened EMO Affiliation Grades 2011 Connections Academy K-12 Curriculum Focus Online Curriculum School Year SingleGender School Virtual/ Online School Normal No Yes Serves Multiple Districts Online Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in State of GA Students Served School Name GA Connections Pct. Female Pct. White Pct. Black 53.7 49.7 34.2 Pct. Hispanic 8.2 Pct. Other Race 7.9 Pct. FRL 29.5 Pct. Direct Cert 24.0 Pct. LEP 0.6 Pct. SWD Pct. Gifted 11.8 4.1 105 Georgia Connections Academy State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0986 Elementary / -0.0609 Middle/ 0.0525 High Georgia Connections Academy's contribution to an elementary and middle school student's average achievement across ELA and Math is lower than that of the average elementary and middle school in the state, and its contribution to a high school student's cross-subject average achievement is higher than that of the average high school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Percentile Statistically District District (higher is Different Rank Average better) from State (lower is Average? better) Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank SGPs (higher is (lower is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.0942 -0.1586 -0.0986 0.0258 -0.1787 -0.0609 0.1909 0.1612 -0.0484 -0.1370 17 Lower 12 Lower 16 Lower 61 No 8 Lower 22 Lower 94 Higher 90 Higher 37 No 23 Lower Georgia Connections Academy 47 31 46 31 46 29 51 61 43 18 47 29 56 84 51 57 51 53 49 44 106 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Percentile Statistically District District (higher is Different Rank Average better) from State (lower is Average? better) Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank SGPs (higher is (lower is better) better) All-Subject Average 0.0525 70 Higher 51 62 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Georgia Connections Academy 107 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Georgia Connections Academy's performance in 2017/18 has improved from 2016/17 in 9th Grade Literature, American Literature, Algebra 1, and Geometry. Its performance has been consistent in elementary Math and middle Math, but has decreased in elementary ELA and middle ELA across the three years. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.0467 No -0.0562 No -0.0942 Lower Math -0.2548 Lower -0.3232 Lower -0.1586 Lower All-Subject Average -0.1140 Lower -0.1898 Lower -0.0986 Lower Middle ELA 0.1242 Higher 0.0763 Higher 0.0258 No Math -0.2552 Lower -0.3083 Lower -0.1787 Lower All-Subject Average -0.0827 Lower -0.1086 Lower -0.0609 Lower High 9th Grade Literature 0.2357 Higher 0.1714 Higher 0.1909 Higher American Literature 0.1316 Higher 0.0731 Higher 0.1612 Higher Algebra 1 -0.0593 Lower -0.1410 Lower -0.0484 No Coordinate Algebra Geometry -0.0346 No -0.1616 Lower -0.1370 Lower Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. Georgia Connections Academy 108 State Charter Schools Performance Evaluation, 2017/18 *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 48 39 Math All-Subject Average 40 16 44 20 Middle ELA Math 50 52 38 11 All-Subject Average High 43 15 9th Grade Literature 55 79 American Literature 51 61 Algebra 1 46 40 Coordinate Algebra Geometry 43 36 Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 46 23 35 5 41 7 51 56 37 4 44 13 56 81 50 51 45 28 44 27 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 47 31 46 31 46 29 51 61 43 18 47 29 56 84 51 57 51 53 49 44 Georgia Connections Academy 109 State Charter Schools Performance Evaluation, 2017/18 Georgia Cyber Academy Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1948 in elementary grades and -0.0826 in middle grades, and -0.0514 in high school grades. Georgia Cyber Academy's performance is below the state average in elementary, middle, and high school grades. Because the school serves students throughout the state, it does not have a district comparison group. Georgia Cyber's 2017/18 performance is generally the same as prior years across all subjects. Elementary, middle, and high school Math remain below the state average in all three years, and Performance in 9th Grade Literature and American Literature remain above the state average for all three years. The school's contribution to student achievement is: o above the state average in 9th Grade Literature and American Literature; o below the state average in elementary ELA, elementary Math, middle school ELA, middle school Math, Algebra 1, and Geometry. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Georgia Cyber Academy 2014 K12 Inc. K-12 Curriculum Focus Online Curriculum School Year SingleGender School Normal No Virtual/ Online School Yes Serves Multiple Districts Online Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in State of GA 110 GA Cyber Academy State Charter Schools Performance Evaluation, 2017/18 Students Served School Name GA Cyber Pct. Female Pct. White Pct. Black 51.7 47.3 35.9 Pct. Hispanic 8.1 Pct. Other Race 8.7 Pct. FRL 66.5 Pct. Direct Cert 35.9 Pct. LEP 0.9 Pct. SWD Pct. Gifted 13.7 9.3 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1948 Elementary / -0.0826 Middle/ -0.0514 High Georgia Cyber's contribution to an elementary student's average achievement across ELA and Math is lower than that of the average elementary school in the state, its contribution to a middle school student's cross-subject average achievement is also lower than that of the average middle school in the state, and its contribution to a high school student's cross-subject average achievement is also lower than that of the average high school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different from Rank (lower Average Different from (higher is State is better) District better) Average? Average? -0.1165 -0.3347 -0.1948 -0.0397 -0.1813 -0.0826 12 Lower 1 Lower 3 Lower 30 Lower 8 Lower 15 Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) 43 13 33 2 38 3 49 38 43 16 46 20 Georgia Cyber Academy 111 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different from Rank (lower Average Different from (higher is State is better) District better) Average? Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) High 9th Grade Literature American Literature 0.1064 0.1162 83 Higher 83 Higher 53 69 50 50 Algebra 1 Geometry -0.1456 -0.1934 19 Lower 13 Lower 40 15 41 13 All-Subject Average -0.0514 30 Lower 46 25 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Georgia Cyber's 2017/18 performance is generally the same as prior years across all subjects. Elementary, middle, and high school Math remain below the state average in all three years, and 9th Grade Literature and American Literature remain above the state average for all three years. The school effect for elementary ELA remains below the state average, and middle ELA decreases. Grade Level and Subject Elementary ELA Math School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? -0.0992 Lower -0.2910 Lower -0.1621 Lower -0.3842 Lower -0.1165 Lower -0.3347 Lower Georgia Cyber Academy 112 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average -0.1598 Lower -0.2759 Lower -0.1948 Lower Middle ELA 0.0052 No -0.0168 No -0.0397 Lower Math -0.1848 Lower -0.2392 Lower -0.1813 Lower All-Subject Average -0.1084 Lower -0.1303 Lower -0.0826 Lower High 9th Grade Literature 0.0619 Higher 0.1500 Higher 0.1064 Higher American Literature 0.1949 Higher 0.0917 Higher 0.1162 Higher Algebra 1 -0.1354 Lower -0.1740 Lower -0.1456 Lower Coordinate Algebra Geometry -0.1382 Lower -0.1934 Lower Analytic Geometry -0.1428 Lower Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Georgia Cyber Academy 113 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 42 10 Math All-Subject Average 36 8 42 12 Middle ELA 45 22 Math 42 20 All-Subject Average 43 15 High 9th Grade Literature American Literature 49 44 50 53 Algebra 1 Coordinate Algebra 39 16 Geometry Analytic Geometry 41 20 Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 44 16 34 4 39 5 49 41 42 12 46 20 53 64 46 30 38 10 42 18 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 43 13 33 2 38 3 49 38 43 16 46 20 53 69 50 50 40 15 41 13 Georgia Cyber Academy 114 State Charter Schools Performance Evaluation, 2017/18 Georgia School for Innovation and the Classics Key Findings Georgia School for Innovation and the Classics' estimated value-added impact on a student's average achievement across Math and ELA is -0.1074 in elementary grades and -0.1289 in middle grades. The school's performance is statistically lower than the state average in both elementary and middle grades. Georgia School for Innovation and the Classics' performance in 2017/18 has declined compared to 2016/17. The school's contribution to student achievement is: o indistinguishable from the state average in elementary ELA; and o statistically lower than the state average for elementary Math, middle school ELA, and middle school Math. General Characteristics School Name Calendar Year Opened Georgia School for Innovation and the Classics 2015 EMO Affiliation No Grades Curriculum Focus Classical education approach with career pathways for K-7 secondary students (Linguistics, Nuclear Tech, Sustainable Ag, Entertainment Tech) School Year Normal SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions No No Yes Not Specified Students residing in State of GA Students Served School Name GA Innovation Pct. Female Pct. White Pct. Black 50.9 71.6 18.0 Pct. Hispanic 5.4 Pct. Other Race 5.1 Pct. FRL 0.0 Pct. Direct Cert 20.8 Pct. LEP 0.1 Pct. SWD Pct. Gifted 10.5 5.9 Georgia School for Innovation and the Classics 115 State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1074 Elementary / -0.1289 Middle Georgia School for Innovation and the Classics' contribution to an elementary student's average achievement across ELA and Math is lower than that of the average elementary school in the state. The school's contribution to a middle school student's cross-subject average achievement is also lower than that of the average middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.0592 -0.2238 -0.1074 -0.0855 -0.2534 -0.1289 28 No 5 Lower 13 Lower 15 Lower 3 Lower 7 Lower 55 80 49 46 52 63 53 72 47 35 50 48 Georgia School for Innovation and the Classics 116 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Georgia School for Innovation and the Classics' performance in 2017/18 has declinded compared to 2016/17. Last year, the school's effect was indistinguishable from the state average on all tested subjects. This year, the school's effect is statistically lower than the state average for elementary Math, middle ELA, and middle Math. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math -0.1204 Lower -0.1549 Lower -0.1943 Lower -0.0448 No -0.3173 Lower -0.0720 No -0.0106 No -0.0421 No 0.0155 No -0.0298 No -0.0592 No -0.2238 Lower -0.1074 Lower -0.0855 Lower -0.2534 Lower Georgia School for Innovation and the Classics 117 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average -0.1506 Lower -0.0235 No -0.1289 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject Elementary ELA Math School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) 47 34 43 25 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 52 63 58 83 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 55 80 49 46 Georgia School for Innovation and the Classics 118 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) All-Subject Average 43 17 Middle ELA 49 48 Math 34 5 All-Subject Average 44 17 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 55 79 53 75 54 68 53 72 School Mean of Individual SGPs 52 2017/18 State Percentile (higher is better) District Rank (lower is better) 63 53 72 47 35 50 48 Georgia School for Innovation and the Classics 119 State Charter Schools Performance Evaluation, 2017/18 International Academy of Smyrna Key Findings The value-added estimate of International Academy of Smyrna's impact on a student's average achievement across Math and ELA is -0.0021 in elementary grades and 0.3160 in middle grades. The school's performance is indistinguishable from the state and district average in elementary school and above the state and district average in middle school. International Academy of Smyrna's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o above the state average in middle Math and middle ELA; and o indistinguishable from the state average in elementary ELA and elementary Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades International Academy of 2017 No K-6 Smyrna Curriculum Focus International Baccalaureate Program, Primary and Middle Years programs School Year SingleGender School Virtual/ Online School Serves Multiple Districts Normal No No No Parental Involvement Requirement Enrollment Restrictions Not specified Cobb County Schools district Students Served School Name International - Smyrna Pct. Female Pct. White Pct. Black 51.3 1.6 73.5 Pct. Hispanic 18.2 Pct. Other Race 6.7 Pct. FRL 66.2 Pct. Direct Cert 19.5 Pct. LEP 13.0 Pct. SWD Pct. Gifted 4.7 8.7 120 International Academy of Smyrna State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0021 Elementary/ 0.3160 Middle Average Overall School Effect in District: -0.0282 Elementary/ 0.0015 Middle International Academy of Smyrna's contribution to an elementary student's cross-subject average achievement is not statistically different from that of the average elementary school in the state and district. Its middle school student's cross-subject average achievement is higher than that of the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank (lower SGPs (higher is is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 -0.0664 0.0229 -0.0021 0.2595 0.3243 0.3160 26 No 57 No 49 No 99 Higher 98 Higher 99 Higher 54 of 66 16 of 66 28 of 66 1 of 26 1 of 26 1 of 26 0.0007 -0.0653 -0.0282 No Higher No -0.0174 0.0292 0.0015 Higher Higher Higher International Academy of Smyrna 45 18 62 of 66 51 54 24 of 66 48 36 41 of 66 61 98 1 of 26 75 99 1 of 26 68 99 1 of 26 121 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank (lower SGPs (higher is is better) better) Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results International Academy of Smyrna's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. International Academy of Smyrna 122 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 123 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 124 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 125 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 126 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 127 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 128 State Charter Schools Performance Evaluation, 2017/18 International Charter School of Atlanta Key Findings The value-added estimate of International Charter School of Atlanta's impact on a student's average achievement on a student's average achievement across Math and ELA is -0.1535 in elementary grades and -0.1028 in middle grades. International Charter School of Atlanta's performance is not statistically different from the state in elementary and middle ELA, but is below the state in elementary and middle Math. Because the school serves students throughout the state, it does not have a district comparison group. International Charter School's performance in 2017/18 is generally consistent with the 2016/17 school year. The school's contribution to student achievement is: o below the state average in elementary and middle Math; and o indistinguishable from the state average in elementary and middle ELA. General Characteristics School Name Calendar Year Opened EMO Affiliation International Charter School of Atlanta 2015 No Grades Curriculum Focus Language immersion K-8 emphasis (French, German, Spanish, Mandarin) School Year Normal SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions No No Yes Not Specified Students residing in State of GA Students Served School Name Pct. Female Pct. White Pct. Black Pct. Hispanic International - Atlanta 57.7 39.1 28.1 17.8 About half of the "other race" students (6.8 percent of the total) are Asian. Pct. Other Race 14.9 Pct. FRL 1.1 Pct. Direct Cert 8.6 Pct. LEP 7.7 Pct. SWD Pct. Gifted 5.9 6.5 129 International Charter School of Atlanta State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1535 Elementary/ -0.1028 Middle International Charter School of Atlanta's contribution to an elementary school student's achievement is lower than the average elementary school in the state. The school's estimated contribution to a middle school student's achievement is not statistically different from the average elementary school in the state. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math -0.0161 -0.2921 44 No 2 Lower 50 52 34 3 All-Subject Average Middle -0.1535 5 Lower 42 9 ELA -0.0292 34 No 50 54 Math All-Subject Average -0.1978 -0.1028 6 Lower 10 No 42 16 46 25 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. International Charter School of Atlanta 130 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results International Charter School's performance in 2017/18 is generally consistent with the 2016/17 school year. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0028 No 0.0377 No -0.0161 No Math -0.0854 No -0.1034 Lower -0.2921 Lower All-Subject Average -0.0434 No -0.0327 No -0.1535 Lower Middle ELA -0.0292 No Math -0.1978 Lower All-Subject Average -0.1028 No High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. International Charter School of Atlanta 131 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 48 41 Math 43 24 All-Subject Average 47 37 Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 50 48 46 32 48 35 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 50 52 34 3 42 9 50 54 42 16 46 25 International Charter School of Atlanta 132 State Charter Schools Performance Evaluation, 2017/18 Ivy Preparatory Academy at Kirkwood for Girls Key Findings The value-added estimate of Ivy Preparatory Academy at Kirkwood for Girls' impact on a student's average achievement across all subjects is 0.0036 in elementary grades and 0.0313 in middle grades. The school's performance is indistinguishable from the state and district averages in elementary school and middle school. Ivy Preparatory Academy at Kirkwood for Girls' elementary school and middle school performance in 2017/18 declined from its performance in 2016/17, but is still better overall than its performance in 2015/16. The school's contribution to student achievement is: o not statistically different than the district and state average in elementary ELA, elementary Math, middle school ELA, and middle school Math. General Characteristics School Name Ivy Preparatory Academy at Kirkwood Calendar Year Opened 2011 EMO Affiliation No Grades K-8 Curriculum Focus Curriculum is entirely College Preparatory. Saturday Academy is available to struggling students. School Year Extended Day/Week/ Year SingleGender School Girls Only Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Enrollment Restrictions Not Specified Students residing in DeKalb County and Atlanta Public Schools zones Students Served School Name Ivy Prep. Kirkwood Pct. Female Pct. White Pct. Black 100.0 0.0 96.6 Pct. Hispanic 2.8 Pct. Other Race 0.6 Pct. FRL 78.2 Pct. Direct Cert 46.9 Pct. LEP 0.4 Pct. SWD Pct. Gifted 6.4 0.0 133 Ivy Preparatory Academy at Kirkwood for Girls State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0036 Elementary / 0.0313 Middle Average Overall School Effect in District: 0. 0159 Elementary / 0.0092 Middle Ivy Preparatory Academy at Kirkwood for Girls' contribution to an elementary student's cross-subject average achievement is indistinguishable from the average elementary school in the state and district. Its contribution to a middle school student's cross-subject average achievement is also indistinguishable from the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 0.0108 0.0013 0.0036 0.0389 0.0700 0.0313 55 No 50 No 52 No 70 No 73 No 64 No 73 of 142 77 of 142 75 of 142 23 of 57 19 of 57 21 of 57 0.0116 No 0.0166 No 0.0159 No 0.0189 No 0.0033 No 0.0092 No 51 62 51 of 142 48 43 79 of 142 50 53 63 of 142 57 90 4 of 57 55 76 13 of 57 56 86 9 of 57 Ivy Preparatory Academy at Kirkwood for Girls 134 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Ivy Preparatory Academy at Kirkwood for Girls 135 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Ivy Preparatory Academy at Kirkwood for Girls' elementary school and middle school performance in 2017/18 declined from its performance in 2016/17, but is still better than its performance overall in 2015/16. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.1359 Lower 0.0630 Lower 0.3597 Higher 0.0131 Higher 0.0108 No 0.0116 No Math -0.1934 Lower -0.0255 Lower 0.2142 Higher 0.0184 Higher 0.0013 No 0.0166 No All-Subject Average -0.1969 Lower -0.0096 Lower 0.2872 Higher 0.0160 Higher 0.0036 No 0.0159 No Middle ELA 0.1073 Higher 0.0216 No 0.3313 Higher 0.0205 Higher 0.0389 No 0.0189 No Math -0.1281 Lower -0.0441 No 0.1151 Higher 0.0002 Higher 0.0700 No 0.0033 No All-Subject Average 0.0405 No -0.0252 No 0.2055 Higher 0.0156 Higher 0.0313 No 0.0092 No High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Ivy Preparatory Academy at Kirkwood for Girls 136 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 39 4 137 of 139 Math 33 4 134 of 139 All-Subject Average 32 1 139 of 139 Middle ELA 59 96 3 of 54 Math 44 27 25 of 54 All-Subject Average 55 83 7 of 54 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 64 99 2 of 141 63 95 11 of 141 64 99 2 of 141 68 99 1 of 53 56 78 11 of 53 62 98 3 of 53 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 51 62 51 of 142 48 43 79 of 142 50 53 63 of 142 57 90 4 of 57 55 76 13 of 57 56 86 9 of 57 Ivy Preparatory Academy at Kirkwood for Girls 137 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools 138 Ivy Preparatory Academy at Kirkwood for Girls State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools Ivy Preparatory Academy at Kirkwood for Girls 139 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools Ivy Preparatory Academy at Kirkwood for Girls 140 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools Ivy Preparatory Academy at Kirkwood for Girls 141 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools Ivy Preparatory Academy at Kirkwood for Girls 142 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Ivy Preparatory Academy at Kirkwood for Girls Comparison District: DeKalb County and Atlanta Public Schools Ivy Preparatory Academy at Kirkwood for Girls 143 State Charter Schools Performance Evaluation, 2017/18 Liberty Tech Charter School Key Findings The value-added estimate of Liberty Tech Charter School's impact on a student's average achievement across Math and ELA is -0.0823 in elementary grades and -0.1380 in middle grades. The school's performance is indistinguishable from the state average in elementary school and below the state average in middle school. Because the school serves students throughout the state, it does not have a district comparison group. Liberty Tech's performance in 2017/18 is generally similar to their performance in 2016/17 in Math, but performance declined in both elementary and middle school ELA.. The school's contribution to student achievement is: o below the state average in middle school Math and ELA, and elementary ELA; and o indistinguishable from the state average in elementary Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Liberty Tech Charter School 2016 No Grades 3-8 Curriculum Focus Classical/STEM hybrid, House System to learn college and career readiness, physical education daily School Year SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions Extended Year: 210 No No days Yes Not Specified Students residing in State of GA Students Served School Name Liberty Tech Pct. Female Pct. White Pct. Black 52.8 62.3 26.2 Pct. Hispanic 6.7 Pct. Other Race 4.9 Pct. FRL 17.6 Pct. Direct Cert 11.1 Pct. LEP 0.5 Pct. SWD Pct. Gifted 10.4 15.7 144 Liberty Tech Charter School State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0823 Elementary / -0.1380 Middle Liberty Tech's contribution to an elementary student's cross-subject average achievement is indistinguishable from that of the average elementary school in the state. Its contribution to a middle school student's cross-subject average achievement is below the average middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA -0.1712 4 Lower 46 26 Math -0.0358 41 No 54 67 All-Subject Average -0.0823 21 No 50 52 Middle ELA -0.1037 12 Lower 50 46 Math -0.2444 4 Lower 43 18 All-Subject Average -0.1380 6 Lower 47 30 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Liberty Tech Charter School 145 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Liberty Tech's Math performance in 2017/18 has remained relatively constant since 2016/17, but performance in both elementary an middles school ELA declined relative to 2016/17. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0593 No -0.1712 Lower Math -0.0778 No -0.0358 No All-Subject Average -0.0686 No -0.0823 No Middle ELA -0.0269 No -0.1037 Lower Math -0.1941 Lower -0.2444 Lower All-Subject Average -0.0854 Lower -0.1380 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Liberty Tech Charter School 146 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 49 43 47 35 48 35 53 75 42 13 48 36 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 46 26 54 67 50 52 50 46 43 18 47 30 Liberty Tech Charter School 147 State Charter Schools Performance Evaluation, 2017/18 Mountain Education Center Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is 0.2222 in high school grades. Mountain Education Center's contribution to student achievement exceeds the state average in 9th Grade Literature, American Literature, and Algebra 1, and is indistinguishable from the state in Geometry. Because the school serves students throughout the state, it does not have a district comparison group. Mountain Education Center's performance improved in both language arts courses, 9th Grade Literature and American Literature and Compensation relative to prior years. Their performance in math courses has remained relatively constant between 2016/17 and 2017/18. The school's contribution to student achievement is: o above the state average in 9th Grade Literature, American Literature, and Algebra 1; and o indistinguishable from the state average Geometry. General Characteristics School Name Calendar Year Opened EMO Affiliation Mountain Education Charter School 2007 No Grades Curriculum Focus Self-paced, individualized, 9-12 evening high school for students struggling at other schools School Year Yearround SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions No No Yes No Students residing in State of GA 148 Mountain Education Center State Charter Schools Performance Evaluation, 2017/18 Students Served School Name Mountain Ed. Pct. Female Pct. White Pct. Black 47.3 78.8 4.4 Pct. Hispanic 14.6 Pct. Other Race 2.2 Pct. FRL 100.0 Pct. Direct Cert 21.5 Pct. LEP 3.3 Pct. SWD Pct. Gifted 14.2 0.0 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.2222 High Mountain Education Center's contribution to a high school student's achievement across all subjects is greater than the state average, except Geometry which is not statistically different from the state average. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature 0.2673 97 Higher 62 95 Mountain Education Center 149 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) American Literature Algebra 1 Geometry All-Subject Average 0.1122 0.2010 0.1307 0.2222 82 Higher 89 Higher 78 No 96 Higher 57 86 55 71 39 11 55 80 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Mountain Education Center's performance improved in both language arts courses, 9th Grade Literature and American Literature and Compensation relative to prior years. Performance in the two high school Math subjects, Algebra 1 and Geometry remained relatively constant between 2017/17 and 2017/18. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Mountain Education Center 150 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Middle ELA Math All-Subject Average High 9th Grade Literature 0.1000 No 0.0295 No 0.2673 Higher American Literature 0.0275 No 0.0957 No 0.1122 Higher Algebra 1 0.2461 Higher 0.2010 Higher Coordinate Algebra 0.0797 No Geometry 0.1825 No 0.1307 No Analytic Geometry 0.1492 Higher Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Mountain Education Center 151 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature 55 81 43 25 Algebra 1 Coordinate Algebra 60 81 Geometry Analytic Geometry 59 84 Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 56 80 56 83 55 69 46 33 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 62 95 57 86 55 71 39 11 Mountain Education Center 152 State Charter Schools Performance Evaluation, 2017/18 Odyssey School Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1071 in elementary grades and 0.0688 in middle grades. Odyssey School's performance is indistinguishable from the state and district averages in middle school, but below the state and district averages in elementary school. Odyssey's performance in 2017/18 has improved for middle school, but has declined for elementary school (particularly in ELA) compared to 2016/17. The school's contribution to student achievement is: o below the state and district average in elementary school; o below the state average but indistinguishable from the district average for elementary school Math; and o indistinguishable from the state and district average in middle ELA and middle Math. General Characteristics School Name Odyssey School Calendar Year Opened 2004 EMO Affiliation No Grades Curriculum Focus Multi-age classrooms - students grouped K-8 by skill level/Looping: students remain with teacher two years School Year Normal SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions No No No 18 hours per academic year Students residing in Coweta County Public Schools Zone Students Served School Name Odyssey Pct. Female Pct. White Pct. Black 45.0 50.3 31.2 Pct. Hispanic 11.0 Pct. Other Race 7.5 Pct. FRL 40.6 Pct. Direct Cert 19.0 Pct. LEP 4.2 Pct. SWD Pct. Gifted 14.4 11.0 153 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1071 Elementary / 0.0688 Middle Average Overall School Effect in District: -0.0081 Elementary / 0.0313 Middle Odyssey School's contribution to an elementary student's average achievement across ELA and Math is lower than the average elementary school in the state or district. The contribution to a middle school student's average achievement is indistinguishable from the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA -0.1464 7 Lower 18 of 21 -0.0323 Lower 46 23 18 of 21 Math -0.1055 23 Lower 17 of 21 -0.0148 No 46 33 15 of 21 All-Subject Average -0.1071 13 Lower 18 of 21 -0.0081 Lower 46 26 18 of 21 Middle ELA 0.0609 77 No 2 of 8 -0.0006 No 59 96 1 of 8 Math 0.0085 51 No 5 of 8 0.0100 No 58 86 2 of 8 All-Subject Average 0.0688 78 No 2 of 8 0.0313 No 59 94 1 of 8 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. 154 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Odyssey's performance in 2017/18 has improved for middle school, but has declined for elementary school (particularly in ELA) compared to 2016/17. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.0535 No -0.1095 Higher 0.0195 No 0.0269 No -0.1464 Lower -0.0323 Lower Math -0.0414 No -0.0390 No -0.0470 No -0.0298 No -0.1055 Lower -0.0148 No All-Subject Average -0.0548 No -0.0683 No -0.0137 No -0.0019 No -0.1071 Lower -0.0081 Lower Middle ELA 0.1301 Higher -0.0045 Higher -0.0921 Lower 0.0127 Lower 0.0609 No -0.0006 No Math 0.0561 No 0.0093 No -0.1597 Lower 0.0098 Lower 0.0085 No 0.0100 No All-Subject Average -0.0395 No -0.0209 No -0.1230 Lower 0.0171 Lower 0.0688 No 0.0313 No High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. 155 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 54 79 1 of 21 Math All-Subject Average 55 69 5 of 21 53 66 3 of 21 Middle ELA 60 97 2 of 8 Math 64 96 1 of 8 All-Subject Average 52 70 4 of 8 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 54 74 10 of 21 49 45 10 of 21 52 58 10 of 21 50 53 7 of 8 51 55 7 of 8 51 54 7 of 8 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 46 23 18 of 21 46 33 15 of 21 46 26 18 of 21 59 96 1 of 8 58 86 2 of 8 59 94 1 of 8 156 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Odyssey School Comparison District: Coweta County Public Schools 157 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Odyssey School Comparison District: Coweta County Public Schools 158 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Odyssey School Comparison District: Coweta County Public Schools 159 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Odyssey School Comparison District: Coweta County Public Schools 160 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Odyssey School Comparison District: Coweta County Public Schools 161 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Odyssey School Comparison District: Coweta County Public Schools 162 Odyssey School State Charter Schools Performance Evaluation, 2017/18 Pataula Charter Academy Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is 0.0406 in elementary grades, -0.0826 in middle grades, and -0.0172 in high school grades. Pataula Charter Academy's performance in 9th grade literature is statistically higher than the state average, but not statistically different from the district.Its performance is indistinguishable from the state and district averages in elementary ELA, elementary Math, middle school ELA, American Literature, and Algebra 1. Its performance is lower than the state and district averages in middle Math and Geometry. Pataula Charter Academy's performance has remained relatively constant over the past three years, with some improvement in Algebra 1 and 9th grade literature from 2016/17 to 2017/19. The school's contribution to student achievement is: o above the state average and not statistically different from the district average in 9th grade literature; o below the state and district average in middle school Math and Geometry; o indistinguishable from the state and district average in elementary ELA, elementary Math, middle school ELA, American Literature, and Algebra 1. General Characteristics School Name Pataula Charter Academy Calendar Year Opened 2010 EMO Affiliation No Grades Curriculum Focus K-12 Expeditionary Learning: project based lectures and curriculum delivery/Looping: students remain with teacher for two years School Year Normal SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in Baker, Calhoun, Clay, Early, Randolph Public School districts 163 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Students Served School Name Pataula Pct. Female Pct. White Pct. Black 49.1 69.4 21.0 Pct. Hispanic 5.4 Pct. Other Race 4.3 Pct. FRL 61.5 Pct. Direct Cert 30.1 Pct. LEP 0.7 Pct. SWD Pct. Gifted 9.1 5.4 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0406 Elementary / -0.0826 Middle/ -0.0172 High Average Overall School Effect in District: 0.0141 Elementary / -0.0164 Middle/ 0.0660 High Pataula Charter Academy's contribution to a student's average achievement across ELA and Math is indistinguishable from the average elementary school in the state and district. The middle school average is also indistinguishable from the five-county area, but lower than the state average. Its high school performance is lower than the state in the cross-subject average. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA 0.0222 0.0626 0.0406 -0.0811 60 No 67 No 66 No 17 No 2 of 6 4 of 6 4 of 6 5 of 6 -0.0627 No 0.0896 No 0.0141 No -0.0219 No Pataula Charter Academy 53 70 1 of 6 56 76 3 of 6 54 77 1 of 6 44 10 5 of 6 164 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Math -0.0916 22 Lower 6 of 6 0.0289 Lower 51 55 1 of 6 All-Subject Average -0.0826 15 Lower 6 of 6 -0.0164 No 47 31 1 of 6 High 9th Grade Literature 0.2004 95 Higher 1 of 4 0.0811 No 58 90 1 of 4 American Literature 0.0866 76 No 4 of 5 0.1227 No 56 84 2 of 5 Algebra 1 0.0757 67 No 2 of 4 0.0598 No 60 81 2 of 4 Geometry -0.2083 11 Lower 4 of 4 0.0052 Lower 49 43 2 of 4 All-Subject Average -0.0172 43 No 3 of 5 0.0660 No 55 82 1 of 5 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. 165 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Pataula Charter Academy's performance has remained relatively constant over the past three years, with some improvement in Algebra 1 and 9th grade literature from 2016/17 to 2017/19. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.2623 Higher 0.0547 Higher -0.0103 No -0.0221 No 0.0222 No -0.0627 No Math -0.0487 No 0.0670 Lower 0.0668 No -0.0603 Higher 0.0626 No 0.0896 No All-Subject Average 0.1212 Higher 0.0523 No 0.0283 No -0.0409 No 0.0406 No 0.0141 No Middle ELA 0.0325 No 0.0873 No 0.0320 No 0.0261 No -0.0811 No -0.0219 No Math -0.1015 Lower 0.1234 Lower -0.1342 Lower -0.0192 Lower -0.0916 Lower 0.0289 Lower All-Subject Average -0.1116 Lower 0.0454 Lower -0.0405 No 0.0040 No -0.0826 Lower -0.0164 No High 9th Grade Literature 0.0643 No 0.1397 No 0.1212 No -0.0460 Higher 0.2004 Higher 0.0811 No American Literature -0.0515 No 0.0875 No -0.0237 No -0.0668 No 0.0866 No 0.1227 No Algebra 1 -0.2323 Lower 0.0947 Lower -0.2951 Lower 0.0329 Lower 0.0757 No 0.0598 No Coordinate Algebra Geometry -0.3958 Lower 0.0723 Lower -0.2083 Lower 0.0052 Lower Analytic Geometry -0.2179 Lower 0.1928 Lower Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. 166 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 63 98 1 of 6 Math 51 56 3 of 6 All-Subject Average 59 92 1 of 6 Middle ELA 49 46 3 of 6 Math 48 45 4 of 6 All-Subject Average 45 22 4 of 6 High 9th Grade Literature 49 45 3 of 5 American Literature 40 15 3 of 5 Algebra 1 29 2 3 of 3 Coordinate Algebra Geometry Analytic Geometry 41 19 4 of 4 Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 51 58 2 of 6 60 90 1 of 6 56 82 1 of 6 49 43 4 of 6 46 32 3 of 6 47 32 4 of 6 53 63 1 of 5 47 34 2 of 4 47 36 2 of 4 42 19 3 of 3 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 53 70 1 of 6 56 76 3 of 6 54 77 1 of 6 44 10 5 of 6 51 55 1 of 6 47 31 1 of 6 58 90 1 of 4 56 84 2 of 5 60 81 1 of 4 49 43 2 of 4 167 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 168 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 169 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 170 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject Middle Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 171 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 172 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 173 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: 9th Grade Literature State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 174 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: American Literature State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 175 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Algebra 1 State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 176 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Geometry State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 177 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject High Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, and Randolph 178 Pataula Charter Academy State Charter Schools Performance Evaluation, 2017/18 Resurgence Hall Key Findings The value-added estimate of Resurgence Hall's impact on a student's average achievement across Math and ELA is 0.1022 in middle grades. There were not enough test-takers to report the school effects for elementary school. The school's performance is indistinguishable from the state and district average in elementary school. Resurgence Hall's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o indistinguishable from the state and district average in elementary ELA, elementary Math, middle school ELA, and middle school Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Emphasis on Resurgence Hall 2017 No K-8 computer science, design-thinking and literacy and use of Extended Day/Year No blended learning Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not specified Enrollment Restrictions Atlanta Public Schools or Fulton County Schools districts Students Served School Name Resurgence Hall Pct. Female Pct. White Pct. Black 50.0 0.9 97.4 Pct. Hispanic 1.8 Pct. Other Race 0.0 Pct. FRL 66.7 Pct. Direct Cert 40.9 Pct. LEP 0.0 Pct. SWD Pct. Gifted 4.4 0.0 179 Resurgence Hall State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1022 Middle Average Overall School Effect in District: 0.0112 Middle Resurgence Hall's contribution to a middle school student's cross-subject average achievement is indistinguishable from that of the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. No elementary scores are reported because they did not have at least 15 test-takers. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry 0.1097 0.1746 0.1022 89 No 89 No 88 No 8 of 52 7 of 52 8 of 52 0.0218 No 0.0088 No 0.0112 No 52 71 11 of 52 54 69 17 of 52 53 72 14 of 52 Resurgence Hall 180 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Resurgence Hall's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. Resurgence Hall 181 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools 182 Resurgence Hall State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools Resurgence Hall 183 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools Resurgence Hall 184 State Charter Schools Performance Evaluation, 2017/18 SAIL School for Arts-Infused Learning Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.0208 in elementary grades and -0.1357 in middle grades. SAIL's performance is statistically below the state average in middle grades, but indistinguishable from the state average in elementary grades. Because the school serves students throughout the state, it does not have a district comparison group. SAIL's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o below the state averages in elementary Math and middle Math; and o indistinguishable from the state averages in elementary ELA and middle ELA. General Characteristics School Name Calendar Year Opened SAIL School for Arts-Infused Learning 2017 EMO Affiliation No Grades K-8 Curriculum Focus School Year Arts-infused learning with robust fine arts and foreign language program, multiple year looping Normal SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement Not specified Enrollment Restrictions Students residing in State of GA Students Served School Name SAIL Pct. Female Pct. White Pct. Black 63.7 68.1 17.4 Pct. Hispanic 8.8 Pct. Other Race 5.8 Pct. FRL 15.0 Pct. Direct Cert 11.2 Pct. LEP 0.0 Pct. SWD Pct. Gifted 6.3 7.9 185 SAIL School for Arts-Infused Learning State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0208 Elementary / -0.1357 Middle SAIL's contribution to an elementary student's average achievement across ELA and Math is not statistically different than the average elementary school in the state. Its contribution to a middle school student's cross-subject average achievement is below the average middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average 0.1131 -0.1455 -0.0208 -0.1084 -0.1916 -0.1357 87 No 15 Lower 42 No 10 No 7 Lower 6 Lower 54 79 41 13 47 34 44 10 45 25 44 14 SAIL School for Arts-Infused Learning 186 State Charter Schools Performance Evaluation, 2017/18 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results SAIL's first year in operation is 2017/18, so it is not possible to make year-to-year performance assessments. SAIL School for Arts-Infused Learning 187 State Charter Schools Performance Evaluation, 2017/18 Scintilla Charter Academy Key Findings The value-added estimate of Scintilla Charter Academy's impact on a student's average achievement across Math and ELA is -0.2231 in elementary grades. Scintilla Charter Academy's performance is statistically below the state and district average in both Math and ELA. Scintilla Charter Academy's performance in 2017/18 declined compared to 2016/17. The school's contribution to student achievement is: o below the state and two-district average in elementary Math and ELA. General Characteristics School Name Scintilla Charter Academy Calendar Year Opened EMO Affiliation 2015 No Grades Curriculum Focus Project-based K-5 learning with emphasis on service learning School Year Normal SingleGender School No Virtual/ Online School No Serves Multiple Districts Yes Parental Involvement Requirement 20 volunteer hours/year Enrollment Restrictions Students residing in Lowndes County and Valdosta City School districts Students Served School Name Scintilla Pct. Female Pct. White Pct. Black 50.6 48.4 40.2 Pct. Hispanic 5.7 Pct. Other Race 5.7 Pct. FRL 52.6 Pct. Direct Cert 29.7 Pct. LEP 0.2 Pct. SWD Pct. Gifted 11.2 11.6 188 Scintilla Charter Academy State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.2231 Elementary Average Overall School Effect in District: 0.0300 Elementary Scintilla Charter Academy's contribution to a student's average achievement across ELA and Math is below the average elementary school in the state and its two-district attendance zone. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.2388 -0.2408 -0.2231 1 Lower 4 Lower 2 Lower 13 of 13 13 of 13 13 of 13 0.0210 0.0563 0.0300 Lower Lower Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) 40 5 12 of 13 43 20 10 of 13 42 8 11 of 13 Scintilla Charter Academy 189 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Scintilla Charter Academy's performance in 2017/18 declined compared to 2016/17. The school effect for for elementary ELA and Math declined. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average -0.2714 -0.3735 -0.1681 Lower Lower Lower -0.0356 Lower 0.0101 Lower 0.0212 Lower -0.0768 -0.0919 -0.0859 No Lower Lower -0.0403 0.0030 -0.0186 No Lower No -0.2388 -0.2408 -0.2231 Lower Lower Lower 0.0210 Lower 0.0563 Lower 0.0300 Lower Scintilla Charter Academy 190 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Grade Level and Subject Elementary ELA Math School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) 34 1 13 of 13 26 1 13 of 13 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 48 34 4 of 13 50 51 5 of 13 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 40 5 12 of 13 43 20 10 of 13 Scintilla Charter Academy 191 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) All-Subject Average 39 6 13 of 13 Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 49 40 5 of 13 School Mean of Individual SGPs 42 2017/18 State Percentile (higher is better) District Rank (lower is better) 8 11 of 13 Scintilla Charter Academy 192 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City 193 Scintilla Charter Academy State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary ELA State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City Scintilla Charter Academy 194 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Elementary Mathematics State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City Scintilla Charter Academy 195 State Charter Schools Performance Evaluation, 2017/18 Southwest Georgia STEM Charter Key Findings The value-added estimate of Southwest Georgia STEM's impact on a student's average achievement across Math and ELA is -0.4274 in elementary grades and -0.3851 in middle grades. Although Southwest only serves K-5, there are some students that take the middle school EOG exams. Southwest Georgia STEM's performance is below the state average in elementary and middle grades. Because the school serves students throughout the state, it does not have a district comparison group. Southwest Georgia STEM's first year in operation was 2016/17, in which fewer than 15 students were tested so it is not possible to make year-to-year performance assessments. The school's contribution to student achievement is: o below the state average in elementary and middle school ELA and Math. General Characteristics School Name Southwest Georgia STEM Charter Calendar Year Opened 2016 EMO Affiliation No Grades K-5 Curriculum Focus Interdisciplinary, place-based paired with STEM School Year Normal SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions No No Yes Not Specified Students residing in State of GA Students Served School Name Southwest GA Pct. Female Pct. White Pct. Black 56.5 72.5 15.5 Pct. Hispanic 7.2 Pct. Other Race 4.8 Pct. FRL 68.1 Pct. Direct Cert 38.9 Pct. LEP 0.5 Pct. SWD Pct. Gifted 13.0 0.0 Value-Added and SGP Results Summary by Grade Level and Subject 196 Southwest Georgia STEM Charter State Charter Schools Performance Evaluation, 2017/18 Overall School Effect: -0.4274 Elementary/ -0.3851 Middle Southwest Georgia STEM Charter's contribution to a student's average achievement across ELA and Math in elementary and middle school is below the average elementary and middle school in the state. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math -0.2661 -0.6051 1 Lower 1 Lower 31 1 20 1 All-Subject Average -0.4274 1 Lower 25 1 Middle ELA -0.2042 2 Lower 35 1 Math -0.5529 1 Lower 20 1 All-Subject Average -0.3851 1 Lower 27 1 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Southwest Georgia STEM Charter 197 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Southwest Georgia STEM's first year in operation was 2016/17, but no scores were reported the first year in operation due to less than 15 testtakers, so it is not possible to make a year-to-year performance assessment at this time. Southwest Georgia STEM Charter 198 State Charter Schools Performance Evaluation, 2017/18 Statesboro STEAM College, Careers, Arts & Technology Academy (formerly Charter Conservatory for Liberal Arts & Technology (CCAT)) Key Findings The value-added estimate of the school's impact on a student's average achievement across all subjects is -0.1127 in middle grades and -0.0043 in high school grades. Statesboro STEAM College, Careers, Arts & Technology Academy's performance is lower than the state and district average of middle school Math and not statistically significant for middle school ELA, 9th grade literature, and Algebra1. Statesboro STEAM College, Careers, Arts & Technology Academy's overall performance in 2017/18 is similar to its performance in the prior two years, with some improvement in middle school ELA between 2016/17 and 2017/18. The school's contribution to student achievement is: o below the state and district averages in middle school Math; o indistinguishable from the state and district in middle school ELA, 9th Grade Literature and Algebra 1. General Characteristics School Name Statesboro STEAM Calendar Year Opened 2002 EMO Affiliation No Grades Curriculum Focus School Year SingleGender School Multi-age classrooms 6-12 - students grouped Year-round No by skill level Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement 1 Hour of Service/week Enrollment Restrictions Students residing in Bulloch County Public Schools Zone Students Served School Name Statesboro STEAM Pct. Female Pct. White Pct. Black 47.6 72.0 21.3 Pct. Hispanic 3.7 Pct. Other Race 3.0 Pct. FRL 57.3 Pct. Direct Cert 21.3 Pct. LEP 0.0 Pct. SWD Pct. Gifted 15.2 18.9 199 Statesboro STEAM State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1185 Middle/ -0.0043 High Average Overall School Effect in District: -0.0059 Middle/ 0.0875 High Statesboro STEAM's contribution to a middle school student's cross-subject average achievement is lower than the average middle school in the state and district. Statesboro STEAM's contribution to a high school student's cross-subject average achievement is indistinguishable from the average high school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 -0.0297 -0.2787 -0.1185 -0.1599 -0.1522 34 No 2 Lower 7 Lower 7 No 19 No 4 of 5 5 of 5 5 of 5 4 of 4 NA 0.0318 -0.0431 -0.0059 No Lower Lower 0.0277 No -0.1522 No 52 66 3 of 5 38 6 5 of 5 45 16 5 of 5 48 29 3 of 4 49 44 NA Statesboro STEAM 200 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Geometry All-Subject Average -0.0043 49 No 4 of 4 0.0875 No 54 76 1 of 4 Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. NA reported because no other schools in district offered this exam. Statesboro STEAM 201 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Statesboro STEAM College, Careers, Arts & Technology Academy's overall performance in 2017/18 is similar to its performance in the prior two years, with some improvement in middle school ELA between 2016/17 and 2017/18. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA -0.2734 Lower -0.0154 Lower -0.0263 No 0.0022 No -0.0297 No 0.0318 No Math -0.3284 Lower 0.0077 Lower -0.2184 Lower 0.0215 Lower -0.2787 Lower -0.0431 Lower All-Subject Average -0.2413 Lower -0.0152 Lower -0.1127 Lower 0.0145 Lower -0.1185 Lower -0.0059 Lower High 9th Grade Literature -0.0062 No -0.0326 No 0.1206 No 0.1163 No -0.1599 No 0.0277 No American Literature 0.0476 No 0.0250 No Algebra 1 -0.0239 No -0.0239 No -0.1522 No -0.1522 No Coordinate Algebra -0.1786 No -0.0236 No Geometry Analytic Geometry -0.0106 No 0.0974 No Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Statesboro STEAM 202 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 35 2 5 of 5 Math 41 18 5 of 5 All-Subject Average 39 7 5 of 5 High 9th Grade Literature American Literature 58 89 1 of 4 53 69 1 of 4 Algebra 1 Coordinate Algebra 43 33 3 of 4 Geometry Analytic Geometry 61 92 1 of 4 Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 51 60 2 of 5 38 6 5 of 5 45 17 5 of 5 57 86 2 of 4 54 68 NA School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 52 66 3 of 5 38 6 5 of 5 45 16 5 of 5 48 29 3 of 4 49 44 NA Statesboro STEAM 203 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools 204 Statesboro STEAM State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 205 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 206 State Charter Schools Performance Evaluation, 2017/18 Subject Area: 9th Grade Literature State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 207 State Charter Schools Performance Evaluation, 2017/18 Subject Area: All-Subject High Average State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 208 State Charter Schools Performance Evaluation, 2017/18 Utopian Academy for the Arts Key Findings The value-added estimate of the Utopian Academy for the Arts' impact on a student's average achievement across Math and ELA is 0.1952 in middle grades. Utopian Academy for the Arts' performance is above the state and district average in middle grades. Utopian Academy for the Arts' performance in 2017/18 has is improved in both middle school Math and ELA over its performance in 2016/17. The school's contribution to student achievement is: o above the state and district average in middle school ELA and Math. General Characteristics School Name Utopian Academy for the Arts Calendar Year Opened EMO Affiliation 2014 No Grades 6-8 Curriculum Focus School Year Expeditionary Learning Curriculum. Single-gender instructional approach, and classes in the dramatic, media, and culinary arts. Extended Day/Week/ Year SingleGender School No Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement Enrollment Restrictions Attendance of a New Parent Orientation Meeting & sign an agreement Students residing in Clayton County Public Schools Zone Students Served School Name Utopian Pct. Female Pct. White Pct. Black 49.4 0.4 94.2 Pct. Hispanic 4.6 Pct. Other Race 0.8 Pct. FRL 100.0 Pct. Direct Cert 44.2 Pct. LEP 0.0 Pct. SWD Pct. Gifted 12.0 0.0 Utopian Academy for the Arts 209 State Charter Schools Performance Evaluation, 2017/18 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1952 Middle Overall District Average: -0.0362 Middle Utopian Academy for the Art's contribution to a middle student's average achievement across all subjects is above that of the average middle school in the state and district. It is important to note that averaging achievement scores across subjects masks any variation in school performance between subject areas. As a result, the table below also includes the school's effect on student achievement in each subject area. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different from Rank (lower Average (higher is State is better) better) Average? Statistically Different from District Average? Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District Rank of Individual Percentile (lower is SGPs (higher is better) better) Elementary ELA Math All-Subject Average Middle ELA 0.2326 98 Higher 2 of 17 -0.0350 Higher 61 97 2 of 17 Math 0.1628 89 Higher 2 of 17 -0.0376 Higher 61 93 2 of 17 All-Subject Average 0.1952 97 Higher 1 of 17 -0.0362 Higher 61 97 2 of 17 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Utopian Academy for the Arts 210 State Charter Schools Performance Evaluation, 2017/18 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results Compared to 2016/17, 2017/18 performance improved in middle school Math and in middle school ELA. Grade Level and Subject School Effect 2015/16 Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA 0.0716 Higher 0.0747 No -0.0712 Lower 0.0752 Lower 0.2326 Higher -0.0350 Higher Math -0.1141 Lower -0.0320 Lower -0.1152 Lower 0.0132 Lower 0.1628 Higher -0.0376 Higher All-Subject Average 0.0078 No 0.0222 No -0.1052 Lower 0.0451 Lower 0.1952 Higher -0.0362 Higher High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Statistical significance is based on a 95 percent confidence level. The state average value-added effect is zero. The district average represents the simple average of the school effects of all schools in the relevant district or set of districts. Schools with a statewide attendance zone have no comparison district. *For 2016/17 the school-level measure of "Direct Certification" employed in the value-added calculations differs from the measure employed in prior years. Direct Certification represents students who either live in a family unit receiving SNAP benefits, live in family unit receiving TANF benefits, are identified as homeless, are in foster care or are migrant. Due to data limitations, students in foster care were not included in the direct certification tally in 2016/17. Utopian Academy for the Arts 211 State Charter Schools Performance Evaluation, 2017/18 Grade Level and Subject School Mean of Individual SGPs 2015/16 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 49 47 13 of 18 Math 39 12 17 of 18 All-Subject Average 47 33 14 of 18 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 42 6 18 of 18 40 9 18 of 18 41 5 18 of 18 School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 61 97 2 of 17 61 93 2 of 17 61 97 2 of 17 Utopian Academy for the Arts 212 State Charter Schools Performance Evaluation, 2017/18 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Utopian Academy for the Arts Comparison District: Clayton County 213 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle ELA State Charter: Utopian Academy for the Arts Comparison District: Clayton County Utopian Academy for the Arts 214 State Charter Schools Performance Evaluation, 2017/18 Subject Area: Middle Mathematics State Charter: Utopian Academy for the Arts Comparison District: Clayton County Utopian Academy for the Arts 215 State Charter Schools Performance Evaluation, 2017/18 IV. References Angrist, J. D., Pathak, P. A. & Walters, C R. (2013). "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics, 5(4): 1-27. American Institutes for Research (2012). 2011-2012 Growth Model for Educator Evaluation Technical Report: Final. Available at http://www.engageny.org/sites/default/ files/resource/attachments/growth-model-11-12-air-technical-report.pdf Betebenner, D. (2009). "Norm- and criterion-referenced student growth." Educational Measurement: Issues and Practice, 28: 42-51. Bifulco, R., & Ladd, H. F. (2006). "The impacts of charter schools on student achievement: Evidence from North Carolina." Education Finance and Policy, 1(1): 50-90. Booker, K., Gilpatric, S. M., Gronberg, T., & Jansen, D. (2007). "The impact of charter school attendance on student performance." Journal of Public Economics, 91(5): 849-876. Dee, T., & Wyckoff, J. (2015). "Incentives, Selection and Teacher Performance: Evidence from IMPACT." 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Available at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/ Georgia-Milestones-2015-2016-Statewide-Scores.aspx 216 State Charter Schools Performance Evaluation, 2017/18 Georgia Department of Education (2016d). Student Enrollment by Grade Level (PK-12). Available https://oraapp.doe.k12.ga.us/ows-bin/owa/fte_pack_enrollgrade.entry_form Georgia Department of Education (2017). A Guide to the Georgia Student Growth Model. Available at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/ Assessment/ Documents/GSGM/FY18/SGPGuide%2006052017.pdf Gleason, P., Clark, M., Tuttle, C. C., & Dwoyer, E. (2010). The evaluation of charter school impacts: Final report (No. NCEE 2010-4029). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Goldhaber, D., Walch, J. & Gabele, B. (2013). "Does the Model Matter? 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NBER Working Paper 14852. Cambridge, MA: National Bureau of Economic Research. Hoxby, C. M., & Rockoff, J. E. (2004). "The impact of charter schools on student achievement." Harvard Institute of Economic Research Working Paper Series. Sass, T. (2006). "Charter Schools and Student Achievement in Florida." Education Finance and Policy 9(1): 91-122. Sass, T. R., Semykina, A. & Harris, D. N. (2014). "Value-Added Models and the Measurement of Teacher Productivity." Economics of Education Review 38: 9-23. Solmon, L., Paark, K., & Garcia, D. (2001). "Does charter school attendance improve test scores? The Arizona results." Phoenix, AZ: Goldwater Institute. Todd, P. E. & Wolpin, K. I. (2003). "On the Specification and Estimation of the Production Function for Cognitive Achievement," Economic Journal 113(485): F3-F33. Walsh, E. & Isenberg, E. (2015). "How Does a Value-Added Model Compare to Student Growth Model?" Statistics and Public Policy 2(1): 1-13. Whitehurst, G. J. & Chingos, M. M. (2011). "Class Size: What Research Says and What It Means for State Policy." Brown Center on Education Policy at Brookings. 217 State Charter Schools Performance Evaluation, 2017/18 Appendix: Value Added Model Approach A. Value-Added Model Specification and Estimation Until the 2015/16 State Charter Schools Performance Report, a value-added model of the following form was used to estimate school effects or school "value-added": = -1 + 2 + + (1) where Aist represents the achievement level of student i in school s at time t, - is a vector of prior test scores, is a vector of student characteristics, is a school fixed effect, and is a random error term. One can view the school fixed effect as the difference between a student's actual test score () and the score a student would be expected to earn based on his/her individual characteristics and prior test scores (-1 + 2), averaged over all students at a school. By construction, the average school has a fixed effect of zero and the performance of all other schools is measured relative to this average. Thus, a positive estimated value for a school's fixed effect indicates that it increases student achievement more than the average school, while a negative value indicates it is less effective than the average school. The model is called a "onestep VAM" by Ehlert et al. (2016), as the estimates of the influences of student characteristics and schools on student test scores are simultaneously estimated. In 2016, the Governor's Office of Student Achievement (GOSA) and the State Charter Schools Commission (SCSC) sought feedback to strengthen the value-added methodology. One of the recommendations was the addition of school-level variables to control for the general school context rather than just individual-level student characteristics. In order to incorporate schoollevel student characteristics, the "two-step VAM" developed by Ehlert et al. (2016) was estimated for the 2016/17 school year. In the first stage of the two-step VAM, individual current-year student test scores are estimated as a function of individual-level prior-year test scores, individual student characteristics and school-level demographics (e.g. percent of students with disabilities or percent of students with limited English proficiency): = -1 + 2 + 3 + (2) where school-level student characteristics are represented by the vector Zst. In the one-step VAM without any school-level characteristics (equation (1)), the implicit assumption is that a student would be expected to perform the same in a school serving a majority of students from lowincome households as in a school serving a majority of students from relatively affluent families. Any deviations from expected performance are attributed to differences in school quality. In the two-step VAM, the expected performance of a student depends on both his/her own characteristics and the average characteristics of the student body in the school he/she attends. Because school indicators would be collinear with school-level characteristics, a second step is required to generate the school value-added estimates. The difference between the estimated performance (-1 + 2 + 3) and actual performance () of each student that is generated in the first stage, , is regressed on a set of school indicators in the second stage: = + (3) 218 State Charter Schools Performance Evaluation, 2017/18 The estimated effect for each school, , is the weighted average difference between actual and predicted scores from the first stage, where the weights are the number of students in each school. Because the first stage nets out the impact of school environment, the school value-added estimates generated in the second stage represent the performance of a school relative to other schools with similar-looking student bodies. At the request of GOSA, a comparison of the estimates from the two-step and one-step value-added models was conducted using data from the 2014/15 school year. After examining the impact analysis comparing the two methods, GOSA recommended and SCSC approved the use of the two-step approach with the inclusion of three school-level percentage variables in the first stage: the percent of Limited English Proficiency (LEP) students, Students with Disabilities (SWD), and economically disadvantaged (ED) students. For ED, the decision was made to use school-level direct certification instead of aggregating data from individual-level free/reduced-price lunch (FRL) status because of the recent expansion of the Community Eligibility Provision (CEP) of the National School Lunch Program, which allowed many schools to report 100 percent FRL even if their actual FRL percentage is well below that percentage. Direct certification includes students who are members of households receiving assistance under the Supplemental Nutrition Assistance Program (SNAP), the Temporary Assistance for Needy Families (TANF) program, or who are identified as foster, migrant, or homeless. While direct certification identifies fewer economically disadvantaged students than free/reduced-price lunch because the poverty thresholds are lower, it compares all schools equally regardless of CEP participation. There was also discussion about whether the model should exclude individual-level FRL due to the same data limitations. Individual-level direct certification is not available due to limits in current data sharing agreements with the Department of Human Services. Thus, the decision was made to keep individual-level FRL in the model so that there would still be a control for individual-level student poverty. In future years, if individual-level direct certification becomes available, it will replace individual-level FRL in the model. Another concern that arose was the increasing incidence of students taking end-of-course (EOC) exams while in middle school. In 2015/16, a substantial number of middle school students took the Coordinate Algebra and Physical Science EOC. Overall, 27.3 percent of Physical Science exam takers and 10.1 percent of Coordinate Algebra exam takers were in middle grades.8 According to the Georgia Department of Education (GaDOE) website, middle school students taking EOC tests are exempted from taking end-of-grade (EOG) exams in Math and science, "If enrolled in a Mathematics and/or science EOC course, these middle school students will not take the corresponding content area end-of-grade (EOG) measure." (http://www.gadoe.org/ Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaMilestones-Assessment-System.aspx). The incidence of EOC test-taking and the GaDOE policy on exemptions from EOG exams creates potential biases at both the middle and high school level. If higher achieving students are more likely to take EOC exams in middle school, this would create a downward bias in the EOG testing pool in middle grades for Math and science. Similarly, it would create a downward bias in the testing pool for EOC exams at the high school level. 8 The only other subject with non-trivial EOC exam taking in middle school is Ninth Grade Literature, with roughly 3 percent of students taking the exam in grades 7 or 8. However, there is no policy in place to exempt students who take the Ninth Grade Literature exam in middle school from taking end-of-grade exams. 219 State Charter Schools Performance Evaluation, 2017/18 To address these concerns, a control for the percentage of middle school students in each school taking any Math EOC test was added to the first stage of the two-step VAM when estimating school effects for middle school Math EOG scores. For each of the EOC exams at the high school level, the value-added model included a control for the percentage of students in the high school who ever took a relevant EOC while they were in middle school. For the purpose of constructing the EOC-in-middle-school variable, the high school for each student was determined by the school they attended the longest in the given academic year. The "relevant" exams are the same exam for all subjects except Math, where the relevant exam is any Math EOC due to changes in the Math EOCs over the past few years. In addition to the inclusion of school-level controls, GOSA received suggestions to expand the set of individual-level student characteristics to better account for differences in performance that may arise in schools serving atypical student populations. After exploring the feasibility of various student-level measures, GOSA recommended and SCSC approved the inclusion of two new individual-level student controls in the first stage of the two-step model. One is an indicator for late enrollees, which are students whose first public school enrollment date in a school year is at least two weeks after the starting date for their school of longest enrollment. The other is an indicator for students who withdrew from school in the past under certain circumstances, i.e., who withdrew under one of the following exit codes: expelled, financial hardship/job, incarcerated, removed for lack of attendance, serious illness, pregnancy, court/legal, transferred to Department of Juvenile Justice, or Unsafe School Choice Option.9 The other significant difference from years before 2015/16 was a change in the way in which students were assigned to particular schools when estimating the value-added model. Prior to 2015/16, enrollment records were employed to determine the school of longest enrollment for each student and, then if the length of enrollment at that school met the full-academic-year (FAY) standard for Georgia's College and Career Readiness Performance Index (CCRPI), the student was assigned to that school for the purpose of calculating school value-added. In a relatively small number of cases, these assignments were not the same as the assignments that resulted from GaDOE's internal calculations for CCRPI. To avoid any inconsistencies, the school assignments, as determined by GaDOE in its student growth percentile calculations, were used to assign students for the purposes of calculating school value-added. It should be noted that these school assignments are course-specific at the high school level; in rare circumstances, a student could be assigned to one school for a particular EOC exam and be assigned to another school for a different EOC exam. Given these substantial changes to the value-added methodology for 2015/16, revised estimates for years 2014/15 and 2013/14 were produced using the new methodology and included in the 2015/16 report. In this year's report we continue to use the same two-step method instituted in 2015/16. For the year-to-year comparisons in this year's report, we reproduce the estimates provided in the 2015/16 and 2016/17 reports, both of which reflect the 9 The analysis dataset includes enrollment information for 2010/11 and later school years. Therefore, in 2016/17 and 2015/16 the measure of prior withdrawals for specified reasons covers the five previous school years. For 2014/15 only four prior years are included. 220 State Charter Schools Performance Evaluation, 2017/18 two-step methodology. Thus, the current-year results and the two years of prior estimates are all derived from the same two-step value-added modeling approach.10 There are two things worth noting in the value-added model estimates. First, virtually all of the coefficients on the demographic characteristics have the expected sign. Second, the majority of the coefficients on the demographic variables are statistically significant, indicating they have a non-zero impact on current test scores, even after controlling for prior test scores. 10 There are some minor differences in the model specifications employed in 2014/15 2016/17 due to data availability issues. Official subject-specific FAY designations are only available for 2015/16 and later; for 2014/15 enrollment is calculated for each school attended and if enrollment at the school attended the longest exceeds the 65% FAY standard, a student is assigned to that school for the purpose of calculating school value-added. As noted above, for the 2016/17 school year data on foster care were delayed so the school-level direct certification percentage used in the 2016/17 value-added models excludes students in foster care who do not meet any of the other criteria for direct certification. 221 State Charter Schools Performance Evaluation, 2017/18 B. Value-Added Model Estimates Elementary All-Subjects Value-Added Estimates (1) Lagged Math Score All Controls 0.4176*** Lagged ELA Score (0.0015) 0.3553*** (0.0015) Grade 4 -0.0024 Free/Reduced Lunch (0.0017) -0.0559*** Female (0.0024) 0.0099*** Foreign Born (0.0018) 0.0653*** Black (0.0068) -0.0781*** Hispanic (0.0023) -0.0138*** Asian (0.0038) 0.1080*** (0.0052) American Indian -0.0102 Multi-Racial (0.0201) -0.0127** ESOL Enrolled (0.0045) -0.1115*** Gifted (0.0056) 0.2051*** (0.0029) Prim. Lang. Not English 0.0354*** (0.0050) Orthopedic Impairment -0.1599*** (0.0386) Speech-Language Imp. -0.0090 Deaf (0.0059) -0.1986*** Visual Impairment (0.0257) -0.1484*** Emotional/Behav. Dis. (0.0404) -0.1647*** Specific Learning Dis. (0.0103) -0.1563*** Autism (0.0037) -0.1637*** (0.0087) 222 State Charter Schools Performance Evaluation, 2017/18 Traumatic Brain Injury -0.2652*** Significant Dev. Delay (0.0690) -0.2063*** Other Health Imp. (0.0383) -0.1715*** Mild Intellectual Dis. (0.0055) -0.2939*** (0.0132) Mod. Intellectual Dis. -0.2454** (0.0772) Prof. Intellectual Dis. -0.1403 (0.4081) Num. Schools Attended -0.0269*** Changed Schools (0.0051) -0.0204*** Diff. from Modal Age (0.0026) -0.0041*** (0.0002) Lagged Num. Disc. Inc. -0.0082*** (0.0010) Lagged Pct. Present 0.0026*** (0.0003) late_entry -0.0012 (0.0141) prior_ayextbad2 -0.0182 long_pct_direct_cert (0.0156) -0.0017*** (0.0001) long_pct_lep 0.0001 (0.0001) long_pct_swd 0.0007** Constant (0.0002) -0.1123*** (0.0263) R-Squared 0.8128 N 229049 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 223 State Charter Schools Performance Evaluation, 2017/18 Elementary English Language Arts Value-Added Estimates (1) All Controls Lagged ELA Score 0.6828*** (0.0015) Grade 4 -0.0012 Free/Reduced Lunch (0.0022) -0.0732*** Female (0.0030) 0.0474*** Foreign Born (0.0023) 0.0713*** Black (0.0088) -0.0812*** Hispanic (0.0029) -0.0211*** Asian (0.0049) 0.0881*** (0.0067) American Indian 0.0164 (0.0259) Multi-Racial -0.0073 ESOL Enrolled (0.0058) -0.1887*** Gifted (0.0073) 0.2898*** (0.0036) Prim. Lang. Not English 0.0519*** (0.0065) Orthopedic Impairment -0.2068*** Speech-Language Imp. (0.0495) -0.0317*** Deaf (0.0077) -0.2719*** Visual Impairment (0.0341) -0.1439** Emotional/Behav. Dis. (0.0523) -0.2105*** Specific Learning Dis. (0.0133) -0.2597*** Autism (0.0048) -0.2252*** (0.0113) Traumatic Brain Injury -0.3779*** Significant Dev. Delay (0.0892) -0.2656*** 224 State Charter Schools Performance Evaluation, 2017/18 (0.0495) Other Health Imp. -0.2616*** (0.0071) Mild Intellectual Dis. -0.5092*** Mod. Intellectual Dis. (0.0171) -0.5013*** (0.0998) Prof. Intellectual Dis. 0.0282 (0.5278) Num. Schools Attended -0.0248*** Changed Schools (0.0066) -0.0247*** (0.0034) Diff. from Modal Age -0.0045*** (0.0002) Lagged Num. Disc. Inc. -0.0136*** Lagged Pct. Present (0.0013) 0.0030*** (0.0003) late_entry 0.0162 (0.0182) prior_ayextbad2 -0.0110 (0.0201) long_pct_direct_cert -0.0028*** (0.0001) long_pct_lep 0.0003*** long_pct_swd (0.0001) 0.0007* Constant (0.0003) -0.1140*** (0.0338) R-Squared 0.7231 N 229157 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 225 State Charter Schools Performance Evaluation, 2017/18 Elementary Math Value-Added Estimates (1) All Controls Lagged Math Score 0.7119*** (0.0015) Grade 4 0.0027 Free/Reduced Lunch (0.0022) -0.0684*** Female (0.0029) -0.0360*** Foreign Born (0.0022) 0.0847*** Black (0.0079) -0.1177*** Hispanic (0.0028) -0.0192*** Asian (0.0047) 0.1748*** (0.0064) American Indian -0.0416 Multi-Racial (0.0252) -0.0284*** ESOL Enrolled (0.0057) -0.1109*** Gifted (0.0070) 0.2803*** (0.0036) Prim. Lang. Not English 0.0318*** (0.0062) Orthopedic Impairment -0.2085*** (0.0485) Speech-Language Imp. -0.0065 Deaf (0.0074) -0.1880*** Visual Impairment (0.0322) -0.2054*** Emotional/Behav. Dis. (0.0506) -0.2161*** Specific Learning Dis. (0.0130) -0.1760*** Autism (0.0046) -0.2174*** (0.0109) Traumatic Brain Injury -0.3045*** Significant Dev. Delay (0.0867) -0.2328*** 226 State Charter Schools Performance Evaluation, 2017/18 (0.0481) Other Health Imp. -0.2050*** (0.0069) Mild Intellectual Dis. -0.2686*** Mod. Intellectual Dis. (0.0166) -0.2061* (0.0970) Prof. Intellectual Dis. -0.3380 (0.5130) Num. Schools Attended -0.0387*** Changed Schools (0.0064) -0.0243*** (0.0033) Diff. from Modal Age -0.0043*** (0.0002) Lagged Num. Disc. Inc. -0.0087*** Lagged Pct. Present (0.0012) 0.0055*** (0.0003) late_entry -0.0222 prior_ayextbad2 (0.0177) -0.0420* (0.0195) long_pct_direct_cert -0.0018*** (0.0001) long_pct_lep -0.0001 long_pct_swd (0.0001) 0.0017*** Constant (0.0003) -0.3616*** (0.0329) R-Squared 0.7395 N 229929 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 227 State Charter Schools Performance Evaluation, 2017/18 Middle School All-Subjects Value-Added Estimates (1) All Controls Lagged Math Score 0.3936*** Lagged ELA Score (0.0013) 0.3925*** Grade 7 (0.0013) -0.0116*** Grade 8 (0.0027) 0.0920*** Free/Reduced Lunch (0.0028) -0.0326*** Female (0.0019) 0.0715*** Foreign Born (0.0015) 0.0391*** Black (0.0051) -0.0701*** Hispanic (0.0019) -0.0117*** Asian (0.0030) 0.0728*** (0.0042) American Indian -0.0192 Multi-Racial (0.0174) -0.0158*** ESOL Enrolled (0.0040) -0.1395*** Gifted (0.0052) 0.1617*** Prim. Lang. Not English (0.0024) 0.0146*** Orthopedic Impairment (0.0036) -0.0930* Speech-Language Imp. (0.0396) -0.0316*** Deaf (0.0083) -0.1176*** (0.0236) Visual Impairment -0.0621 Emotional/Behav. Dis. (0.0337) -0.1107*** Specific Learning Dis. (0.0085) -0.1418*** (0.0031) Deaf and Blind -0.2565 228 State Charter Schools Performance Evaluation, 2017/18 Autism Traumatic Brain Injury Other Health Imp. Mild Intellectual Dis. Mod. Intellectual Dis. Num. Schools Attended Changed Schools Diff. from Modal Age Lagged Num. Disc. Inc. Lagged Pct. Present late_entry prior_ayextbad2 long_pct_direct_cert long_pct_lep long_pct_swd long_pct_eoct_Math_middle long_pct_eoct_lit9_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 (0.2938) -0.1076*** (0.0076) -0.0822 (0.0566) -0.1585*** (0.0046) -0.2620*** (0.0116) -0.1953* (0.0831) -0.0460*** (0.0043) -0.0134*** (0.0026) -0.0048*** (0.0001) -0.0133*** (0.0006) 0.0046*** (0.0002) -0.0261* (0.0115) -0.0141 (0.0123) -0.0022*** (0.0001) -0.0007*** (0.0001) -0.0004* (0.0002) -0.0004** (0.0001) -0.0020*** (0.0002) -0.2801*** (0.0211) 0.8104 328502 229 State Charter Schools Performance Evaluation, 2017/18 Middle School English Language Arts Value-Added Estimates (1) All Controls Lagged ELA Score 0.6884*** Grade 6 (0.0013) -0.0126*** Grade 7 (0.0035) -0.0286*** Free/Reduced Lunch (0.0022) -0.0544*** Female (0.0024) 0.1111*** Foreign Born (0.0018) 0.0239*** Black (0.0063) -0.0690*** Hispanic (0.0023) -0.0097** Asian (0.0037) 0.0961*** (0.0052) American Indian -0.0155 (0.0214) Multi-Racial -0.0073 ESOL Enrolled (0.0049) -0.2474*** Gifted (0.0064) 0.2524*** Prim. Lang. Not English (0.0028) 0.0309*** Orthopedic Impairment (0.0044) -0.1195* Speech-Language Imp. (0.0485) -0.0701*** Deaf (0.0102) -0.2149*** (0.0290) Visual Impairment -0.0574 Emotional/Behav. Dis. (0.0415) -0.1876*** Specific Learning Dis. (0.0104) -0.2391*** (0.0038) Deaf and Blind -0.5697 Autism (0.3613) -0.2004*** 230 State Charter Schools Performance Evaluation, 2017/18 (0.0094) Traumatic Brain Injury -0.1572* (0.0696) Other Health Imp. -0.2490*** Mild Intellectual Dis. (0.0057) -0.4454*** Mod. Intellectual Dis. (0.0142) -0.4898*** Num. Schools Attended (0.1022) -0.0475*** Changed Schools (0.0053) -0.0126*** (0.0031) Diff. from Modal Age -0.0056*** Lagged Num. Disc. Inc. (0.0002) -0.0174*** Lagged Pct. Present (0.0007) 0.0055*** (0.0003) late_entry -0.0116 (0.0142) prior_ayextbad2 -0.0021 (0.0151) long_pct_direct_cert -0.0028*** (0.0001) long_pct_lep -0.0008*** (0.0002) long_pct_swd -0.0002 (0.0003) long_pct_eoct_lit9_middle -0.0029*** Constant (0.0003) -0.3359*** (0.0256) R-Squared 0.7380 N 327356 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 231 State Charter Schools Performance Evaluation, 2017/18 Middle School Math Value-Added Estimates (1) All Controls Lagged Math Score 0.7360*** Grade 7 (0.0014) -0.0183*** Grade 8 (0.0034) 0.2118*** Free/Reduced Lunch (0.0036) -0.0478*** Female (0.0024) 0.0252*** Foreign Born (0.0019) 0.0579*** Black (0.0064) -0.1131*** Hispanic (0.0024) -0.0292*** Asian (0.0039) 0.1523*** (0.0057) American Indian -0.0351 Multi-Racial (0.0222) -0.0369*** ESOL Enrolled (0.0051) -0.1617*** Gifted (0.0064) 0.2828*** Prim. Lang. Not English (0.0031) 0.0299*** Orthopedic Impairment (0.0047) -0.1308** Speech-Language Imp. (0.0500) -0.0259* Deaf (0.0104) -0.1205*** Visual Impairment (0.0298) -0.1001* Emotional/Behav. Dis. (0.0427) -0.1323*** Specific Learning Dis. (0.0105) -0.1593*** (0.0038) Deaf and Blind -0.0604 Autism (0.3638) -0.1313*** 232 State Charter Schools Performance Evaluation, 2017/18 Traumatic Brain Injury Other Health Imp. Mild Intellectual Dis. Mod. Intellectual Dis. Num. Schools Attended Changed Schools Diff. from Modal Age Lagged Num. Disc. Inc. Lagged Pct. Present late_entry prior_ayextbad2 long_pct_direct_cert long_pct_lep long_pct_swd long_pct_eoct_Math_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 (0.0095) -0.1380* (0.0700) -0.1867*** (0.0057) -0.2494*** (0.0143) -0.0994 (0.1009) -0.0500*** (0.0054) -0.0234*** (0.0032) -0.0057*** (0.0002) -0.0170*** (0.0007) 0.0064*** (0.0003) -0.0428** (0.0144) -0.0439** (0.0156) -0.0031*** (0.0001) -0.0010*** (0.0002) -0.0008** (0.0003) -0.0003 (0.0002) -0.3836*** (0.0266) 0.7393 309661 233 State Charter Schools Performance Evaluation, 2017/18 High School All-Subjects Value-Added Estimates (1) All Controls Grade 8 Math Score 0.1960*** Grade 8 ELA Score (0.0030) 0.2241*** Grade 8 Reading Score (0.0031) 0.1618*** Grade 8 Science Score (0.0102) 0.0662*** Grade 8 Soc. Stud. Score (0.0031) 0.0720*** Free/Reduced Lunch (0.0031) -0.0648*** Female (0.0022) 0.0579*** Foreign Born (0.0019) 0.0451*** Black (0.0053) -0.0574*** Hispanic (0.0024) -0.0265*** Asian (0.0036) 0.1135*** (0.0052) American Indian -0.0082 Multi-Racial (0.0209) -0.0164** ESOL Enrolled (0.0051) -0.0274*** Gifted (0.0068) 0.2434*** Prim. Lang. Not English (0.0030) -0.0235*** (0.0042) Orthopedic Impairment -0.0851 (0.0479) Speech-Language Imp. -0.0225 Deaf (0.0190) -0.1149*** (0.0289) Visual Impairment -0.0321 Emotional/Behav. Dis. (0.0395) -0.1265*** Specific Learning Dis. (0.0106) -0.1512*** 234 State Charter Schools Performance Evaluation, 2017/18 (0.0040) Autism -0.0859*** (0.0100) Traumatic Brain Injury -0.1442* (0.0600) Other Health Imp. -0.1705*** (0.0061) Mild Intellectual Dis. -0.2662*** (0.0151) Mod. Intellectual Dis. -0.4892*** (0.1248) Num. Schools Attended -0.0686*** (0.0045) Changed Schools 0.0334*** (0.0018) Diff. from Modal Age -0.0061*** (0.0001) Lagged Num. Disc. Inc. -0.0209*** (0.0007) Lagged Pct. Present 0.0043*** (0.0002) late_entry 0.0065 (0.0112) prior_ayextbad2 0.0230* (0.0099) long_pct_direct_cert -0.0031*** (0.0001) long_pct_lep 0.0014*** (0.0002) long_pct_swd -0.0058*** (0.0003) sl_ever_eoct_lit9_middle -0.2671*** (0.0147) sl_ever_eoct_amlc_middle -44.2924*** (8.6052) sl_ever_eoct_Math_middle 0.1349*** (0.0092) Constant -0.2592*** (0.0206) R-Squared 0.7291 N 302331 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 235 State Charter Schools Performance Evaluation, 2017/18 High School 9th Grade Literature Value-Added Estimates (1) All Controls Grade 8 Math Score 0.0201 Grade 8 ELA Score (0.0127) 0.4069*** Grade 8 Reading Score (0.0128) 0.1565** Grade 8 Science Score (0.0495) 0.0445*** (0.0128) Grade 8 Soc. Stud. Score 0.1420*** Free/Reduced Lunch (0.0127) -0.0624*** Female (0.0038) 0.1479*** (0.0031) Foreign Born 0.0170 Black (0.0090) -0.0188*** Hispanic (0.0039) 0.0184** Asian (0.0061) 0.0350*** (0.0084) American Indian -0.0368 (0.0344) Multi-Racial 0.0056 ESOL Enrolled (0.0084) -0.2056*** Gifted (0.0111) 0.1493*** (0.0049) Prim. Lang. Not English -0.0052 (0.0068) Orthopedic Impairment -0.0118 Speech-Language Imp. (0.0860) -0.0834** (0.0287) Deaf -0.1266* (0.0549) Visual Impairment -0.0245 Emotional/Behav. Dis. (0.0666) -0.1974*** 236 State Charter Schools Performance Evaluation, 2017/18 (0.0168) Specific Learning Dis. -0.2129*** (0.0065) Autism -0.1422*** (0.0161) Traumatic Brain Injury -0.2682* (0.1198) Other Health Imp. -0.2441*** (0.0098) Mild Intellectual Dis. -0.4590*** (0.0244) Mod. Intellectual Dis. -0.5686** (0.1867) Num. Schools Attended -0.0549*** (0.0072) Changed Schools -0.0271*** (0.0059) Diff. from Modal Age -0.0060*** (0.0003) Lagged Num. Disc. Inc. -0.0216*** (0.0010) Lagged Pct. Present 0.0014*** (0.0003) late_entry 0.0022 (0.0180) prior_ayextbad2 0.0100 (0.0166) long_pct_direct_cert -0.0018*** (0.0001) long_pct_lep -0.0006 (0.0003) long_pct_swd -0.0024*** (0.0005) sl_ever_eoct_lit9_middle -0.1855*** (0.0282) Constant 0.0144 (0.0354) R-Squared 0.7435 N 112617 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 237 State Charter Schools Performance Evaluation, 2017/18 High School American Literature Value-Added Estimates (1) All Controls Grade 8 Math Score 0.0432*** Grade 8 ELA Score (0.0043) 0.3645*** Grade 8 Reading Score (0.0045) 0.1598*** Grade 8 Science Score (0.0122) 0.0621*** Grade 8 Soc. Stud. Score (0.0044) 0.1155*** Free/Reduced Lunch (0.0043) -0.0619*** Female (0.0041) 0.0915*** Foreign Born (0.0035) 0.0360*** Black (0.0097) -0.0673*** Hispanic (0.0043) -0.0397*** Asian (0.0069) 0.0474*** (0.0093) American Indian 0.0433 (0.0403) Multi-Racial 0.0069 ESOL Enrolled (0.0097) -0.1386*** Gifted (0.0158) 0.1923*** Prim. Lang. Not English (0.0054) -0.0238** Orthopedic Impairment (0.0077) -0.2544** (0.0936) Speech-Language Imp. -0.0743 Deaf (0.0415) -0.2301*** (0.0524) Visual Impairment -0.0986 Emotional/Behav. Dis. (0.0777) -0.1356*** Specific Learning Dis. (0.0208) -0.2231*** 238 State Charter Schools Performance Evaluation, 2017/18 (0.0079) Autism -0.1063*** (0.0197) Traumatic Brain Injury -0.3133** Other Health Imp. (0.0968) -0.2163*** Mild Intellectual Dis. (0.0120) -0.4249*** Mod. Intellectual Dis. (0.0302) -0.6625** Num. Schools Attended (0.2128) -0.0965*** (0.0092) Changed Schools 0.0286*** Diff. from Modal Age (0.0071) -0.0093*** Lagged Num. Disc. Inc. (0.0003) -0.0322*** Lagged Pct. Present (0.0013) 0.0044*** (0.0003) late_entry -0.0041 (0.0207) prior_ayextbad2 0.0077 (0.0185) long_pct_direct_cert -0.0044*** (0.0002) long_pct_lep -0.0007 long_pct_swd (0.0004) -0.0022*** (0.0006) sl_ever_eoct_amlc_middle -49.5482*** Constant (14.6564) -0.1899*** (0.0356) R-Squared 0.7201 N 102395 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 239 State Charter Schools Performance Evaluation, 2017/18 High School Algebra 1 Value-Added Estimates (1) All Controls Grade 8 Math Score 0.4080*** Grade 8 ELA Score (0.0156) 0.0691*** (0.0157) Grade 8 Reading Score 0.0727 Grade 8 Science Score (0.0612) 0.0812*** Grade 8 Soc. Stud. Score (0.0157) 0.0553*** Free/Reduced Lunch (0.0156) -0.0541*** Female (0.0041) 0.0686*** Foreign Born (0.0035) 0.0566*** (0.0102) Black 0.0041 (0.0043) Hispanic 0.0073 Asian (0.0067) 0.2427*** (0.0112) American Indian -0.0079 Multi-Racial (0.0385) -0.0261** ESOL Enrolled (0.0093) 0.0414*** Gifted (0.0116) 0.2274*** Prim. Lang. Not English (0.0064) -0.0200* (0.0080) Orthopedic Impairment -0.0273 (0.0930) Speech-Language Imp. 0.0041 (0.0288) Deaf -0.0861 (0.0580) Visual Impairment -0.0986 Emotional/Behav. Dis. (0.0813) -0.0578** Specific Learning Dis. (0.0177) -0.0594*** 240 State Charter Schools Performance Evaluation, 2017/18 Autism Traumatic Brain Injury Other Health Imp. Mild Intellectual Dis. Mod. Intellectual Dis. Num. Schools Attended Changed Schools Diff. from Modal Age Lagged Num. Disc. Inc. Lagged Pct. Present late_entry prior_ayextbad2 long_pct_direct_cert long_pct_lep long_pct_swd sl_ever_eoct_Math_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 (0.0067) -0.0528** (0.0172) 0.2582* (0.1315) -0.0851*** (0.0103) -0.0728** (0.0265) -0.2939 (0.3352) -0.0538*** (0.0078) -0.0009 (0.0050) -0.0030*** (0.0003) -0.0096*** (0.0011) 0.0038*** (0.0004) 0.0131 (0.0191) 0.0313 (0.0178) -0.0038*** (0.0002) -0.0027*** (0.0005) -0.0078*** (0.0006) 0.2692*** (0.0187) -0.3126*** (0.0390) 0.6929 83777 241 State Charter Schools Performance Evaluation, 2017/18 High School Geometry Value-Added Estimates (1) All Controls Grade 8 Math Score 0.3780*** Grade 8 ELA Score (0.0078) 0.0711*** (0.0080) Grade 8 Reading Score 0.0545 Grade 8 Science Score (0.0281) 0.1242*** (0.0079) Grade 8 Soc. Stud. Score 0.0069 Free/Reduced Lunch (0.0078) -0.0696*** Female (0.0045) -0.0480*** Foreign Born (0.0037) 0.0673*** Black (0.0103) -0.0901*** Hispanic (0.0048) -0.0184** Asian (0.0071) 0.2630*** (0.0096) American Indian -0.0301 Multi-Racial (0.0401) -0.0286** ESOL Enrolled (0.0102) 0.0362* Gifted (0.0142) 0.3343*** Prim. Lang. Not English (0.0057) -0.0563*** (0.0080) Orthopedic Impairment -0.0061 (0.0916) Speech-Language Imp. 0.0422 (0.0382) Deaf -0.0571 (0.0597) Visual Impairment -0.0391 Emotional/Behav. Dis. (0.0785) -0.1155*** Specific Learning Dis. (0.0227) -0.1283*** 242 State Charter Schools Performance Evaluation, 2017/18 Autism Traumatic Brain Injury Other Health Imp. Mild Intellectual Dis. Mod. Intellectual Dis. Num. Schools Attended Changed Schools Diff. from Modal Age Lagged Num. Disc. Inc. Lagged Pct. Present late_entry prior_ayextbad2 long_pct_direct_cert long_pct_lep long_pct_swd sl_ever_eoct_Math_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 (0.0083) -0.0567** (0.0208) -0.0417 (0.1122) -0.1440*** (0.0127) -0.1592*** (0.0338) -0.1162 (0.3720) -0.1177*** (0.0103) 0.2026*** (0.0047) -0.0050*** (0.0003) -0.0180*** (0.0015) 0.0064*** (0.0004) -0.1064*** (0.0284) 0.0580** (0.0218) -0.0049*** (0.0002) -0.0032*** (0.0006) -0.0072*** (0.0007) 0.1948*** (0.0172) -0.4273*** (0.0456) 0.7165 89100 243