State Charter Schools Performance Evaluation, 2018/19 The Performance of State Charter Schools in Georgia, 2018/19 By Tim R. Sass, Ph.D. Distinguished University Professor Department of Economics Andrew Young School of Policy Studies Georgia State University February 19, 2020 State Charter Schools Performance Evaluation, 2018/19 Table of Contents Executive Summary ....................................................................................................................... 3 I. Introduction and Background.................................................................................................... 6 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 .............................................................................................................................. 67 DuBois Integrity Academy ............................................................................................................................ 78 Foothills Education Charter High School ................................................................................................ 86 Fulton Leadership Academy......................................................................................................................... 90 Genesis Academy for Boys ......................................................................................................................... 101 Genesis Academy for Girls.......................................................................................................................... 106 Georgia Connections Academy................................................................................................................. 111 Georgia Cyber Academy .............................................................................................................................. 116 Georgia School for Innovation and the Classics ................................................................................ 121 International Charter Academy of Georgia ......................................................................................... 126 International Academy of Smyrna.......................................................................................................... 129 International Charter School of Atlanta ............................................................................................... 140 Ivy Preparatory Academy at Kirkwood for Girls .............................................................................. 145 Liberty Tech Charter School...................................................................................................................... 156 Mountain Education Center....................................................................................................................... 160 Odyssey School ............................................................................................................................................... 164 Pataula Charter Academy ........................................................................................................................... 175 Resurgence Hall.............................................................................................................................................. 191 SAIL School for Arts-Infused Learning .............................................................................................. 199 Scintilla Charter Academy.......................................................................................................................... 203 State Charter Schools Performance Evaluation, 2018/19 SLAM Academy of Atlanta .......................................................................................................................... 211 Southwest Georgia STEM Charter........................................................................................................... 214 Statesboro STEAM College, Careers, Arts & Technology Academy (formerly Charter Conservatory for Liberal Arts & Technology (CCAT)).................................................................... 218 Utopian Academy for the Arts .................................................................................................................. 229 IV. References............................................................................................................................ 236 Appendix: Value Added Model Approach ................................................................................... 238 A. Value-Added Model Specification and Estimation .................................................................... 238 B. Value-Added Model Estimates.......................................................................................................... 242 2 State Charter Schools Performance Evaluation, 2018/19 Executive Summary A total of 29 state charter schools operated in Georgia during the 2018/19 school year. For two of the schools, International Academy of Georgia and SLAM Academy of Atlanta, 2018/19 was the first year of operation. 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, began operations in 2017/18. 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. This report documents the performance of 29 state charter schools in 2018/19, the performance of 23 of those schools in 2017/18 and the performance of 19 of the currently operating schools in 2016/17. 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 (14 of 29) serve a combination of elementary (K-5) and middle grades (6-8). o Five serve only elementary grades. o One serves only middle school grades. o Three serve only high school grades (9-12). o Three schools serve elementary, middle and at least some high school grades. o The remaining three schools serve both middle and high school grades. Student Demographics o Four of the 29 schools are single-gender schools. o At ten schools, African-American enrollment is 90 percent or more. o For four 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, 2018/19 Instructional Mode o Two of the 29 schools provide fully online course offerings. o The remaining 27 schools offer primarily face-to-face instruction. Geographic Area Served o Seven of the 29 schools accept students from a single school district only. o Seven schools offer enrollment to students in multiple school districts. o The two fully-online virtual schools and thirteen of the "brick-and-mortar" schools allow students from throughout the state to attend. Two 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-two 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 nine schools, the cross-subject average performance is not distinguishable from the state average for all elementary schools in terms of statistical significance. For eight schools, the cross-subject average performance is below the state average for all elementary schools at a level that is statistically significant. Three schools either tested fewer than 15 students or did not have students in grades that test; therefore, their performance cannot be reported. A majority of state charter schools serving elementary grades within a defined attendance zone perform at a level that is statistically indistinguishable from the average of all elementary schools in their district(s). Of the 22 state charters serving elementary grades, eleven have a non-statewide attendance zone that includes one or more districts. None have cross-subject average ELA and Math performance that is above 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 five 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. Two schools tested fewer than 15 students or enrolled students in grades that are not tested; therefore, their performance cannot be reported. 4 State Charter Schools Performance Evaluation, 2018/19 Half of state charter schools serving middle grades perform at a level that is statistically indistinguishable from the average public middle school in the state with a similar student population. Twenty-one state charter schools serve middle grades. For three schools, their cross-subject average performance is above the state average for all middle schools at a level that is statistically significant. For eleven state charter schools, their cross-subject average performance is indistinguishable from the state average for all middle schools. For eight 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 grades K-5, but administers middle school EOG exams. Two state charter schools 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). Eleven state charter schools that serve middle grades have a non-statewide attendance zone that includes one or more school districts. Two of the eleven schools' cross-subject ELA and Math performance is higher than the average middle school in its relevant district(s). For five of the eleven non-statewide schools, the cross-subject average performance is indistinguishable from the average middle school in their district(s). For four of the eleven non-statewide schools, the cross-subject average performance is below 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. Nine state charter schools serve grades 9-12. All but two of the nine serve students from multiple school districts or the entire state. In four high schools, their cross-subject average performance is statistically higher than the state average for all high schools. In seven high schools, their individual test-school performance is higher than the state average of all high schools in at least one subject. In four high schools, their individual test-school performance is indistinguishable or better than the state average of all high schools. For one of these schools, their individual testschool performance is higher than the state average of all high schools in all four subjects. In four schools, their individual test-school performance is below the state average of all high schools in at least one subject. o Across the 31 test-school combinations: the test-school performance was indistinguishable from the state average in 13 cases; test-school performance was below the state average (and that difference is statistically significant) in 6 cases; and the test-school performance was above the state average in 12 cases, with the difference being statistically significant. 5 State Charter Schools Performance Evaluation, 2018/19 I. Introduction and Background Twenty-nine state charter schools operated in Georgia during the 2018/19 school year. The two new schools, International Academy of Georgia and SLAM Academy of Atlanta either did not have enough test-takers or students in grades that are tested to be evaluated, so this report 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 29 schools that operated during the 2018/19 school year. 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. face-to-face instruction), attendance zone, and any special enrollment requirements (e.g., parental participation requirements or gender restrictions). The 29 schools vary in their structure, mission, and service area. For example, two of the 29 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 (7 of 29) 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. Ten of the 29 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, and Students with Disabilities (SWD).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 seven SCSC schools where this is not the case, in which three have no students reported as FRL, suggesting the schools either do not participate in the nutrition program or did not report FRL eligibility at the student level. 6 State Charter Schools Performance Evaluation, 2018/19 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 Virtual/ Online School 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 Students residing in 20 hours Cartersville volunteer/year City, Marietta Yes for one child, 30 City, Bartow, hours/year for Cherokee, more than one Cobb, and child Pickens County Public Schools zone Students Yes Not Specified residing in State of GA Students Yes Not specified residing in State of GA 7 State Charter Schools Performance Evaluation, 2018/19 School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Coweta Charter Academy 2010 Charter Schools USA K-8 None Normal No DuBois Integrity Academy 2015 Foothills Education Charter High School 2015 Fulton Leadership Academy 2010 Genesis Academy for Boys 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-7 College preparatory Extended Day/Week/ Year Boys Only Virtual/ Online School No No No No No Serves Multiple Districts Yes No Parental Involvement Requirement 20 hours volunteer/year for one child, 30 hours/year for more than one child 30 volunteer hours/year Enrollment Restrictions Students residing in Coweta, Meriwether, and Spalding County Public Schools zone Students residing in Clayton County Public Schools zone Students Yes Not Specified residing in State of GA Students residing in Yes 20 volunteer hours/year Atlanta, Clayton, and South Fulton County Public Schools zone Students Yes Not specified residing in State of GA Genesis Academy for Girls 2017 No K-7 College preparatory Extended Day/Week/ Year Girls Only No Students Yes Not specified residing in State of GA 8 State Charter Schools Performance Evaluation, 2018/19 School Name Georgia Connections Academy Calendar Year Opened EMO Affiliation Grades 2011 Connections Academy 6-12 Curriculum Focus Online Curriculum School Year SingleGender School Normal No Georgia Cyber Academy 2014 K12 Inc. K-12 Online Curriculum Normal No Georgia School for Innovation and the Classics 2015 International Charter Academy of Georgia International Academy of Smyrna 2018 2017 International Charter School of Atlanta 2015 Classical education approach with career pathways for No K-12 secondary students Normal No (Linguistics, Nuclear Tech, Sustainable Ag, Entertainment Tech) Dual language No K-5 program, Normal No English/Japanese International Baccalaureate No K-6 Program, Primary Normal No and Middle Years programs Language immersion No K-8 emphasis (French, German, Spanish, Normal No Mandarin) Virtual/ Online School Yes Yes No No No No Serves Multiple Districts Online Online Yes Yes No Yes Parental Involvement Requirement Not Specified Not Specified Not Specified Not Specified Not specified Not Specified Enrollment Restrictions Students residing in State of GA Students residing in State of GA Students residing in State of GA Students residing in State of GA Students residing in Cobb County Schools zone Students residing in State of GA 9 State Charter Schools Performance Evaluation, 2018/19 School Name Calendar Year Opened Ivy Preparatory Academy at Kirkwood 2011 Liberty Tech Charter School 2016 Mountain Education Charter School 2007 Odyssey School 2004 Pataula Charter Academy 2010 EMO Affiliation No No No No No Grades Curriculum Focus School Year SingleGender School Curriculum is entirely 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 K-8 college and career Year: 210 No readiness, physical education daily days Self-paced, individualized, 9-12 evening high school for students Year-round No struggling at other schools Multi-age classrooms - students grouped K-8 by skill level/Looping: Normal No students remain with teacher two years Expeditionary Learning: project based lectures and K-12 curriculum Normal No delivery/Looping: students remain with teacher for two years Virtual/ Online School No No No No No Serves Multiple Districts Yes Yes Yes No Yes Parental Involvement Requirement Not Specified Not Specified Enrollment Restrictions Students residing in DeKalb County and Atlanta Public Schools zones Students residing in State of GA Students No residing in State of GA 18 hours per academic year Not Specified Students residing in Coweta County Public Schools zone Students residing in Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell Public School districts 10 State Charter Schools Performance Evaluation, 2018/19 School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Resurgence Hall 2017 SAIL School for Arts-Infused Learning 2017 Emphasis on No K-1; 7 computer science, design-thinking and literacy and use of Extended Day/Year No blended learning Arts-infused learning with robust fine arts No K-7 and foreign language Normal No program, multiple year looping Project-based Scintilla Charter Academy 2015 No K-5 learning with emphasis on service Normal No learning Sports-themed, STEM program in SLAM Academy of Atlanta 2018 SLAM Foundation, Inc. K-3 elementary grades (K-5), Career- oriented model in Normal No secondary grades (6- 7) Southwest Interdisciplinary, Georgia STEM 2016 No K-5 place-based paired Normal No Charter with STEM Statesboro STEAM College, Careers, Arts & Technology Academy (CCAT) 2002 Multi-age classrooms No 6-12 - students grouped Year-round No by skill level Virtual/ Online School No No No No No No Serves Multiple Districts Yes Yes Yes No Yes No Parental Involvement Requirement Not specified Not specified 20 volunteer hours/year Specified Enrollment Restrictions Atlanta Public Schools or Fulton County Schools zones Students residing in State of GA Students residing in Lowndes County and Valdosta City School zones Students residing in Atlanta Public Schools zone Not Specified 1 Hour of Service/week Students residing in State of GA Students residing in Bulloch County Public Schools zone 11 State Charter Schools Performance Evaluation, 2018/19 School Name Calendar Year Opened Utopian Academy for the Arts 2014 EMO Affiliation 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 Parental Involvement Requirement Enrollment Restrictions 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, 2018/19 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 - Georgia International - Smyrna International - Atlanta Ivy Prep. Kirkwood Liberty Tech Mountain Ed. Odyssey Pataula Resurgence Hall SAIL Pct. Female 51.9 46.9 49.8 54.0 52.9 49.6 49.6 41.0 0.0 0.0 100.0 56.9 51.5 51.0 48.9 52.4 54.7 100.0 49.1 48.3 45.0 48.5 50.0 61.3 Pct. White 0.3 39.9 62.8 2.7 55.2 71.0 0.0 49.8 1.8 0.7 0.7 50.4 44.4 70.8 9.2 1.8 36.9 0.0 60.1 77.7 51.7 64.9 1.1 70.1 Pct. Black 94.8 29.9 18.1 95.3 30.9 16.1 97.1 36.5 96.8 92.5 96.7 33.6 38.2 17.3 19.9 71.0 28.7 94.8 25.9 4.5 32.4 25.8 96.2 13.9 Pct. Hispanic 4.2 20.0 16.0 0.5 9.2 6.5 1.2 9.7 1.1 6.8 2.2 7.9 8.1 6.2 7.8 20.6 19.0 4.2 7.3 15.5 8.7 5.4 2.7 9.0 Pct. Other Race 0.8 10.2 3.2 1.6 4.7 6.5 1.7 4.0 0.4 0.0 0.4 8.1 9.3 5.8 63.1 6.5 15.4 1.0 6.6 2.3 7.3 3.9 0.0 7.0 Pct. FRL 95.3 0.0 9.9 100.0 69.6 7.6 100.0 70.3 83.3 54.3 55.8 40.6 64.7 0.0 0.0 70.0 2.4 80.3 17.2 44.8 36.9 63.4 61.4 4.3 Pct. Direct Cert 68.4 7.7 14.5 62.6 31.4 12.3 47.9 23.4 32.7 29.4 31.2 23.9 34.1 20.8 8.6 31.2 8.7 45.6 12.0 21.1 19.4 34.2 38.3 8.3 Pct. LEP 2.3 10.3 8.2 0.0 0.9 0.4 3.5 1.6 0.0 5.8 2.2 0.6 1.0 0.0 47.9 13.7 7.1 1.0 0.2 4.5 3.1 0.7 0.0 0.4 Pct. SWD 11.1 9.2 14.8 4.5 11.6 12.9 10.2 15.7 21.4 8.6 4.4 11.1 14.5 11.8 2.8 6.7 7.5 7.6 11.8 15.8 12.8 9.6 4.3 7.2 13 State Charter Schools Performance Evaluation, 2018/19 School Name Pct. Female Pct. White Pct. Black Pct. Hispanic Pct. Other Race Pct. FRL Pct. Direct Cert Pct. LEP Pct. SWD Scintilla 48.7 56.3 34.1 5.2 4.4 43.9 23.2 0.0 12.5 SLAM 43.8 1.6 96.9 1.6 0.0 100.0 65.3 0.0 10.9 Southwest GA 54.0 71.8 18.1 5.9 4.2 70.9 49.2 0.0 13.0 Statesboro STEAM 46.1 70.2 20.8 4.5 4.5 56.7 22.3 0.0 18.0 Utopian 52.0 0.8 93.5 5.6 0.0 100.0 50.8 0.0 9.3 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 multiracial. The percentage of students in each of the component racial groups is less than ten percent for each state charter school, except for Brookhaven, International Charter School of Georgia, and 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, 2018/19 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, 2018/19 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, 2018/19 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 half or more of state charters perform at a level that is not statistically different from the average of schools with similar student populations at the same grade group in Georgia. This is true for elementary ELA, elementary math, middle school ELA, and in one of four high school subject areas, American Literature. In middle school math and in Algebra I, half of state charters perform below the average of schools with similar student populations throughout the state. In contrast, the majority of state charters serving high school students outperform the average of schools with similar student bodies in 9th Grade Literature. 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 2018/19, Coordinate Algebra and Analytic Geometry. Estimates for these two tests are not reported because none of the 29 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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, 2018/19 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 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 2018/19 and its performance in 2016/17 and 2017/18 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. The GaDOE stopped collecting data on student participation in gifted programs in 2018/19 so the 2018/19 calculations do not control for gifted status. 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 Students Served Value-Added and SGP Results Summary by Grade Level and Subject Comparison of Summary Results from 2016/17 through 2018/19 Comparison of School Impact (for non-statewide schools only) 29 State Charter Schools Performance Evaluation, 2018/19 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 0.0839 in elementary grades and 0.0689 in middle grades. Atlanta Heights Charter School's impact on student achievement is statistically higher than the state average in elementary and middle grades, and indistinguishable from the district in elementary and middle grades. Atlanta Heights Charter School's 2018/19 performance in elementary and middle grades is higher than its performance in 2017/18 and similar to its performance in 2016/17. The school's contribution to student achievement is: o indistinguishable from the district and state average in elementary school ELA; o higher than the district and state average in elementary school Math; o indistinguishable from the district and state average in middle school ELA; and o higher 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, 2018/19 Students Served School Name Atlanta Heights Pct. Female 51.9 Pct. White 0.3 Pct. Black Pct. Hispanic 94.8 4.2 Pct. Other Race 0.8 Pct. FRL 95.3 Pct. Direct Cert 68.4 Pct. LEP 2.3 Pct. SWD 11.1 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0839 Elementary / 0.0689 Middle Average Overall School Effect in District: 0.0370 Elementary / 0.0285 Middle Atlanta Heights's contribution to an elementary and middle school student's average achievement across ELA and Math is higher than the state average but indistinguishable from 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 0.0224 0.1506 0.0839 0.0482 0.1037 0.0689 Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? Average? 56 No 90 Higher 81 Higher 71 No 82 Higher 79 Higher 34 of 60 11 of 60 16 of 60 14 of 26 6 of 26 7 of 26 0.0326 0.0555 0.0370 No Higher No 0.0405 0.0264 0.0285 No Higher No Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank (lower SGPs (higher is is better) better) 46 27 39 of 60 53 67 21 of 60 50 51 29 of 60 54 75 8 of 26 50 49 13 of 26 52 61 9 of 26 Atlanta Heights Charter School 31 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Atlanta Heights' performance in elementary and middle grades is higher than its performance in 2017/18 and similar to its performance in 2016/17. Performance in elementary Math and middle school ELA is higher than last year, but lower than 2016/17. Performance in elementary ELA and middle school Math is higher than performance in the 2016/17 and 2017/18 school years. Grade Level and Subject Elementary ELA Math School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 0.0068 No 0.1884 Higher 0.0202 No 0.0836 Higher -0.0671 No 0.0238 No 0.0172 Lower 0.0741 No 0.0224 No 0.1506 Higher 0.0326 No 0.0555 Higher Atlanta Heights Charter School 32 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average 0.0980 Higher 0.0517 No -0.0324 No 0.0420 Lower 0.0839 Higher 0.0370 No Middle ELA 0.0975 Higher 0.0423 No 0.0105 No 0.0557 No 0.0482 No 0.0405 No Math 0.0867 Higher 0.0364 No -0.1377 Lower 0.0505 Lower 0.1037 Higher 0.0264 Higher All-Subject Average 0.0898 Higher 0.0380 No -0.0828 Lower 0.0398 Lower 0.0689 Higher 0.0285 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Atlanta Heights Charter School 33 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 50 49 20 of 58 Math All-Subject Average 55 72 18 of 58 53 64 19 of 58 Middle ELA 53 77 3 of 22 Math 49 43 12 of 22 All-Subject Average 51 56 7 of 22 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 46 27 39 of 60 53 67 21 of 60 50 51 29 of 60 54 75 8 of 26 50 49 13 of 26 52 61 9 of 26 Atlanta Heights Charter School 34 State Charter Schools Performance Evaluation, 2018/19 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, 2018/19 Subject Area: Elementary ELA State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 36 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 37 State Charter Schools Performance Evaluation, 2018/19 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, 2018/19 Subject Area: Middle ELA State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 39 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Math State Charter: Atlanta Heights Comparison District: Atlanta Public Schools Atlanta Heights Charter School 40 State Charter Schools Performance Evaluation, 2018/19 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 -0.1578 in elementary grades and 0.0187 in middle grades. Brookhaven Innovation Academy's impact on student achievement is statistically below the state average in elementary grades and indistinguishable 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 2018/19 performance in elementary and middle grades is lower than its performance in 2017/18. The school's contribution to student achievement is: o below the state average in elementary ELA and Math; and o indistinguishable from the state average in middle school ELA and Math. 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 Students Served School Name Brookhaven Pct. Female 46.9 Pct. White 39.9 Pct. Black Pct. Hispanic 29.9 20.0 Pct. Other Race 10.2 Pct. FRL 0.0 Pct. Direct Cert 7.7 Pct. LEP 10.3 Pct. SWD 9.2 Brookhaven Innovation Academy 41 State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1578 Elementary / 0.0187 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 District Percentile Different Rank (lower Average (higher is from 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 Geometry -0.2119 -0.1617 -0.1578 0.0321 -0.0381 0.0187 2 Lower 9 Lower 4 Lower 64 No 38 No 60 No Brookhaven Innovation Academy 45 19 49 45 47 31 58 92 57 82 57 90 42 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different Rank (lower Average (higher is from 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Brookhaven's performance in elementary and middle grades for the 2018/19 school year has somewhat declined compared to the 2017/18 school year, but is better than its performance in 2016/17. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math -0.0849 -0.4218 -0.2535 No Lower Lower -0.2142 Lower -0.2744 Lower -0.0717 -0.1102 -0.0746 No Lower Lower 0.0338 No 0.0063 No -0.2119 -0.1617 -0.1578 Lower Lower Lower 0.0321 No -0.0381 No Brookhaven Innovation Academy 43 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average -0.2517 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry 0.0200 No 0.0187 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 43 13 46 24 Brookhaven Innovation Academy School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 45 19 44 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject 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 2016/17 State Percentile (higher is better) District Rank (lower is better) 27 1 35 1 39 2 34 2 36 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 47 38 47 29 49 40 52 58 50 53 School Mean of Individual SGPs 49 47 2018/19 State Percentile (higher is better) District Rank (lower is better) 45 31 58 92 57 82 57 90 Brookhaven Innovation Academy 45 State Charter Schools Performance Evaluation, 2018/19 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 -0.2820 in elementary grades and 0.0092 in middle grades. Cherokee Charter Academy's performance is not statistically different from the state and district averages in middle school grades, but is below the state and district averages in elementary grades. Cherokee Charter Academy's achievement in elementary grades has been declining over time and its performance in middle school has remained relatively constant. The 2018/19 middle school ELA performance improved relative to 2017/18. The school's contribution to student achievement is: o higher than the state and district averages in middle ELA; and o lower than the state and district averages in elementary ELA, elementary Math, and middle school Math. 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 Yes Parental Involvement Requirement 20 hours volunteer/year for one child, 30 hours/year for more than one child Enrollment Restrictions Students residing in Cartersville City, Marietta City, Bartow, Cherokee, Cobb, and Pickens County Public Schools zone 46 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Students Served School Name Cherokee Pct. Female 49.8 Pct. White 62.8 Pct. Black Pct. Hispanic 18.1 16.0 Pct. Other Race 3.2 Pct. FRL 9.9 Pct. Direct Cert 14.5 Pct. LEP 8.2 Pct. SWD 14.8 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.2820 Elementary / 0.0092 Middle Average Overall School Effect in District: -0.0094 Elementary / 0.0096 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 Elementary ELA Math All-Subject Average Middle ELA Math School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different Rank Average (higher is from State (lower is better) Average? better) Statistically Different from District Average? -0.1753 -0.4154 -0.2820 5 Lower 1 Lower 1 Lower 108 of 114 114 of 114 114 of 114 -0.0235 -0.0054 -0.0094 Lower Lower Lower 0.1185 -0.1076 92 Higher 17 Lower 1 of 42 37 of 42 0.0003 Higher 0.0207 Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank SGPs (higher is (lower is better) better) 47 29 87 of 114 33 2 113 of 114 40 5 111 of 114 61 97 1 of 42 50 51 25 of 42 47 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 All-Subject Average 0.0092 54 No 20 of 42 0.0096 No 55 83 8 of 42 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Cherokee Charter Academy's overall performance in elementary grades has been declining over time and its performance in middle school has remained relatively constant. The 2018/19 middle school ELA performance improved relative to 2017/18. Grade Level and Subject Elementary ELA Math School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? -0.0756 Lower -0.0480 No -0.0354 No 0.0509 Lower -0.0910 Lower -0.1528 Lower -0.0718 No -0.0045 Lower Cherokee Charter Academy -0.1753 Lower -0.4154 Lower -0.0235 Lower -0.0054 Lower 48 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average -0.0602 Lower 0.0080 Lower -0.1202 Lower -0.0349 Lower -0.2820 Lower -0.0094 Lower Middle ELA 0.1154 Higher 0.0066 Higher 0.0560 No -0.0152 No 0.1185 Higher 0.0003 Higher Math -0.0953 Lower -0.0528 No -0.0820 Lower -0.0799 No -0.1076 Lower 0.0207 Lower All-Subject Average 0.0016 No -0.0253 No -0.0042 No -0.0471 No 0.0092 No 0.0096 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. 49 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 48 34 22 of 25 Math All-Subject Average 47 37 23 of 25 47 33 23 of 25 Middle ELA 58 94 2 of 8 Math 51 57 5 of 8 All-Subject Average 54 78 3 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 47 29 87 of 114 33 2 113 of 114 40 5 111 of 114 61 97 1 of 42 50 51 25 of 42 55 83 8 of 42 50 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 51 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 52 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 53 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject Middle Average State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 54 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 55 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Cherokee Charter Academy Comparison District: Cherokee Charter Attendance Zone 56 Cherokee Charter Academy State Charter Schools Performance Evaluation, 2018/19 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 -0.0566 in elementary grades and -0.0027 in middle grades. Cirrus Academy Charter's performance is not statistically different than 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 has improved in 2018/19 compared to 2016/17 and 2017/18 and performance in middle grades has improved in 2018/19 relative to its performance in 2017/18. The school's contribution to student achievement is: o below the state average in elementary ELA, and o indistinguishable from elementary Math and middle ELA and Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Cirrus Academy Charter 2016 No Grades K-8 Curriculum Focus STEM + Arts School Year SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Normal No No Yes Not Specified Enrollment Restrictions Students residing in State of GA Students Served School Name Cirrus Pct. Female 54.0 Pct. White 2.7 Pct. Black Pct. Hispanic 95.3 0.5 Pct. Other Race 1.6 Pct. FRL 100.0 Pct. Direct Cert 62.6 Pct. LEP 0.0 Pct. SWD 4.5 57 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0566 Elementary / -0.0027 Middle Cirrus Academy Charter's contribution to an elementary and middle school student's average achievement across ELA and Math is not statistically different than 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry -0.2145 0.0236 -0.0566 -0.0048 -0.0437 -0.0027 2 Lower 57 No 26 No 46 No 36 No 48 No Cirrus Academy Charter 41 7 43 21 42 9 53 74 47 32 50 48 58 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Cirrus Academy Charter's 2018/19 performance in elementary improved overall compared to its performance in 2017/18 and 2016/17. Performance in middle school has improved from 2017/18 and is similar to 2016/17. The school effect in elementary Math, middle ELA, and middle Math is now indistinguishable from the state average instead of being below average like in past years. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA -0.2369 Lower -0.4479 Lower -0.3420 Lower -0.0599 No -0.2185 Lower -0.1403 Lower -0.1465 Lower -0.1292 Lower -0.2145 Lower 0.0236 No -0.0566 No -0.0048 No 59 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Math -0.0292 No -0.1251 Lower -0.0437 No All-Subject Average -0.0574 No -0.1263 Lower -0.0027 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 60 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) ELA 37 2 Math 18 1 All-Subject Average 27 1 Middle ELA 46 20 Math 46 30 All-Subject Average 46 23 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 45 20 37 6 41 7 42 5 41 12 41 6 School Mean of Individual SGPs 41 43 42 2018/19 State Percentile (higher is better) District Rank (lower is better) 7 21 9 53 74 47 32 50 48 61 Cirrus Academy Charter State Charter Schools Performance Evaluation, 2018/19 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 0.1856 in high school. Coastal Plains Education Charter's performance is higher than the state average in high school. Because the school serves students throughout the state, it does not have a district comparison group. In Coastal Plains Education Charter's first year of operation (2017/18) there were less than 15 test-takers in any single subject, so it is not possible to make year-to-year performance comparisons. The school's contribution to student achievement is: o higher than the state average in 9th Grade Literature; and o indistinguishable from the state average in American Literature. General Characteristics School Name Calendar Year Opened EMO Affiliation Coastal Plains Education 2017 No Charter 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 52.9 Pct. White 55.2 Pct. Black Pct. Hispanic 30.9 9.2 Pct. Other Race 4.7 Pct. FRL 69.6 Pct. Direct Cert 31.4 Pct. LEP 0.9 Pct. SWD 11.6 62 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1856 High Coastal Plains Education Charter's contribution to a high school student's average achievement across ELA and Math is higher than 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 Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry All-Subject Average 0.3341 0.0040 0.1856 99 Higher 51 No 93 Higher Coastal Plains Education Charter High School 64 97 45 18 51 62 63 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results In Coastal Plains Education Charter's first year of operation (2017/18) there were less than 15 test-takers in any single subject, so it is not possible to make year-to-year performance comparisons. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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 0.3341 Higher 0.0040 No 64 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average 2016/17 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 65 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2018/19 High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry Note: Schools with a statewide attendance zone have no comparison district. 64 97 45 18 66 Coastal Plains Education Charter High School State Charter Schools Performance Evaluation, 2018/19 Coweta Charter Academy Key Findings The value-added estimate of the school's impact on student achievement across Math and ELA is 0.0091 in elementary grades and -0.1230 in middle grades. Coweta Charter Academy's performance is indistinguishable from the state and district average elementary school, but lower than the state and district average middle school. Coweta Charter Academy's performance in elementary and middle grades in 2018/19 has declined compared to its performance in 2016/17 and 2017/18. The school's contribution to student achievement is: o below the state and district average in middle school Math; and o indistinguishable from the state and district averages in elementary ELA, elementary Math, and 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 Yes Parental Involvement Requirement 20 hours volunteer/year for one child, 30 hours/year for more than one child Enrollment Restrictions Students residing in Coweta, Meriwether, and Spalding County Public Schools zone Students Served School Name Coweta Pct. Female 49.6 Pct. White 71.0 Pct. Black Pct. Hispanic 16.1 6.5 Pct. Other Race 6.5 Coweta Charter Academy Pct. FRL 7.6 Pct. Direct Cert 12.3 Pct. LEP 0.4 Pct. SWD 12.9 67 State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0091 Elementary / -0.1230 Middle Average Overall School Effect in District: 0.0223 Elementary / 0.0209 Middle Coweta Charter Academy's contribution to an elementary student's average achievement across ELA and Math is indistinguishable from the average elementary school in the district and state. Coweta Charter Academy's contribution to student achievement averaged across ELA and Math in middle school is lower than the average middle school in the district and 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 -0.0380 0.0227 0.0091 -0.0524 -0.2014 -0.1230 33 No 57 No 52 No 25 No 5 Lower 6 Lower 29 of 34 13 of 34 20 of 34 11 of 13 13 of 13 13 of 13 0.0203 No 0.0027 No 0.0223 No 0.0309 -0.0022 0.0209 No Lower Lower Coweta Charter Academy 52 65 15 of 34 57 83 6 of 34 55 80 8 of 34 50 49 10 of 13 45 24 11 of 13 47 28 11 of 13 68 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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. 69 Coweta Charter Academy State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Coweta Charter Academy's performance in elementary and middle grades in 2018/19 has declined compared to its performance in 2016/17 and 2017/18. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.1880 Higher 0.0269 Higher 0.0902 Higher -0.0323 Higher -0.0380 No 0.0203 No Math 0.1385 Higher -0.0298 Higher 0.1131 Higher -0.0148 Higher 0.0227 No 0.0027 No All-Subject Average 0.1592 Higher -0.0019 Higher 0.1067 Higher -0.0081 Higher 0.0091 No 0.0223 No Middle ELA 0.0310 No 0.0127 No -0.0334 No -0.0006 No -0.0524 No 0.0309 No Math -0.2521 Lower 0.0098 Lower -0.0970 Lower 0.0100 Lower -0.2014 Lower -0.0022 Lower All-Subject Average -0.1071 Lower 0.0171 Lower -0.0179 No 0.0313 No -0.1230 Lower 0.0209 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. 70 Coweta Charter Academy State Charter Schools Performance Evaluation, 2018/19 *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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 64 98 2 of 21 Math All-Subject Average 59 88 4 of 21 61 97 2 of 21 Middle ELA 55 86 3 of 8 Math 45 24 8 of 8 All-Subject Average 50 49 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 52 65 15 of 34 57 83 6 of 34 55 80 8 of 34 50 49 10 of 13 45 24 11 of 13 47 28 11 of 13 71 Coweta Charter Academy State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone 72 Coweta Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone Coweta Charter Academy 73 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone Coweta Charter Academy 74 State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject Middle Average State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone Coweta Charter Academy 75 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone Coweta Charter Academy 76 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Coweta Charter Academy Comparison District: Coweta Charter Attendance Zone Coweta Charter Academy 77 State Charter Schools Performance Evaluation, 2018/19 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 -0.0278 in elementary grades. DuBois Integrity Academy's performance is not statistically different from the state and district averages in elementary grades. DuBois Integrity Academy's performance in elementary ELA and Math in 2018/19 has declined compared to past years. The school's contribution to student achievement is: o not statistically different from the state and district averages in elementary ELA and Math. General Characteristics School Name Calendar Year Opened EMO Affiliation DuBois Integrity Academy 2015 No Grades Curriculum Focus School Year SingleGender School 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 49.6 Pct. White 0.0 Pct. Black Pct. Hispanic 97.1 1.2 Pct. Other Race 1.7 Pct. FRL 100.0 Pct. Direct Cert 47.9 Pct. LEP 3.5 Pct. SWD 10.2 78 DuBois Integrity Academy State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0278 Elementary Average Overall School Effect in District: -0.0671 Elementary DuBois Integrity Academy's contribution to an elementary student's average achievement across ELA and Math is not statistically different from 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 Percentile Different Rank Average (higher is from State (lower is better) Average? better) 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 Geometry 0.0437 -0.0662 -0.0278 65 No 29 No 38 No 7 of 37 13 of 37 11 of 37 -0.0196 No -0.1067 No -0.0671 No DuBois Integrity Academy 52 61 6 of 37 43 19 22 of 37 47 32 11 of 37 79 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Percentile Different Rank Average (higher is from State (lower is better) Average? better) 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results DuBois Integrity Academy's performance in elementary ELA and Math in 2018/19 has declined compared to performance in past years. The school effect for elementary ELA and Math in 2018/19 is indistinguishable from the state and district averages, but in past years (2016/17 and 2017/18), the school effect for elementary ELA and Math was higher than the state and district averages. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA 0.2346 0.1187 0.1768 Higher Higher Higher 0.0850 0.0668 0.0763 Higher No Higher 0.1309 0.1674 0.1551 Higher Higher Higher -0.0035 -0.0422 -0.0216 Higher Higher Higher 0.0437 No -0.0662 No -0.0278 No -0.0196 No -0.1067 No -0.0671 No DuBois Integrity Academy 80 State Charter Schools Performance Evaluation, 2018/19 Math 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math All-Subject Average Middle School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 59 93 2 of 36 56 74 16 of 36 57 89 5 of 36 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 57 89 6 of 36 58 84 6 of 36 58 91 3 of 36 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 52 61 6 of 37 43 19 22 of 37 47 32 11 of 37 DuBois Integrity Academy 81 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 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 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) DuBois Integrity Academy 82 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: DuBois Integrity Academy Comparison District: Clayton County 83 DuBois Integrity Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: DuBois Integrity Academy Comparison District: Clayton County DuBois Integrity Academy 84 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: DuBois Integrity Academy Comparison District: Clayton County DuBois Integrity Academy 85 State Charter Schools Performance Evaluation, 2018/19 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 0.2045 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 2018/19 has declined compared to the 2016/17 school year, but performance in individual subjects is still higher than the state average. The school's contribution to student achievement is: o above the state average in 9th grade literature, American Literature, Algebra 1, and Geometry. General Characteristics School Name Calendar Year Opened EMO Affiliation Foothills Education Charter High 2015 No School 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 41.0 Pct. White 49.8 Pct. Black Pct. Hispanic 36.5 9.7 Pct. Other Race 4.0 Pct. FRL 70.3 Pct. Direct Cert 23.4 Pct. LEP 1.6 Pct. SWD 15.7 86 Foothills Education Charter High School State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.2045 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 0.1878 0.1106 94 Higher 83 Higher 57 86 51 55 Algebra 1 Geometry 0.2624 0.1781 92 Higher 84 Higher 55 68 51 60 All-Subject Average 0.2045 95 Higher 52 68 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 87 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Foothills Education Charter High School's performance in 2018/19 has declined compared to the 2016/17 school year, but performance in 9th Grade Literature, American Literature, Algebra 1, and Geometry is still higher than the state average. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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 0.2508 Higher 0.1878 Higher American Literature 0.0545 No 0.2270 Higher 0.1106 Higher Algebra 1 0.2624 Higher Coordinate Algebra Geometry 0.1781 Higher 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 88 State Charter Schools Performance Evaluation, 2018/19 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 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 42 15 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 61 95 53 70 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 57 86 51 55 55 68 51 60 Foothills Education Charter High School 89 State Charter Schools Performance Evaluation, 2018/19 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 -0.1147 in middle school and -0.0283 in high school grades. Fulton Leadership Academy's performance is lower than the state and district averages for middle school across ELA and Math. The school's contribution to student achievement is indistinguishable from the state and district averages in high school across ELA and Math. Fulton Leadership Academy's performance in 2018/19 has declined compared to its performance in 2016/17 and 2017/18. The school's contribution to student achievement is: o indistinguishable from the state and district averages in middle school ELA, 9th Grade Literature, and American Literature; and o lower than the state and district averages in middle school Math and Algebra 1. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Virtual/ Online School STEM with focus on Fulton Leadership Academy 2010 No aviation and 6-12 aeronautics - Normal partnership with Civil Boys Only No Air Patrol Serves Multiple Districts Yes Parental Involvement Requirement 20 volunteer hours/year Enrollment Restrictions Students residing in Atlanta, Clayton, and South Fulton County Public Schools zone Students Served School Name Fulton Leadership Pct. Female 0.0 Pct. White 1.8 Pct. Black Pct. Hispanic 96.8 1.1 Pct. Other Race 0.4 Pct. FRL 83.3 Pct. Direct Cert 32.7 Pct. LEP 0.0 Pct. SWD 21.4 90 Fulton Leadership Academy State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1147 Middle/ -0.0283 High Average Overall School Effect in District: 0.0019 Middle/ 0.0117 High Fulton Leadership Academy's contribution to a middle school student's cross-subject average achievement is lower than that of the average middle school in the state and district. Its contribution to a high school student's cross-subject average achievement is indistinguishable from that of 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 0.0327 -0.2643 -0.1147 0.0283 0.0815 -0.1836 64 No 2 Lower 7 Lower 58 No 75 No 17 Lower 18 of 42 42 of 42 41 of 42 13 of 30 10 of 29 23 of 28 0.0182 -0.0099 0.0019 No Lower Lower 0.0122 0.0483 -0.0025 No No Lower Fulton Leadership Academy 50 45 20 of 42 35 3 42 of 42 42 7 38 of 42 50 48 12 of 30 51 51 8 of 29 35 9 23 of 28 91 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 -0.0283 40 No 21 of 30 0.0117 No 44 14 24 of 30 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Fulton Leadership Academy's performance in 2018/19 has declined compared to its performance in 2016/17 and 2017/18, aside from middle school ELA which has remained fairly constant over the years. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Fulton Leadership Academy 92 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Middle ELA 0.0315 No -0.0084 No 0.0288 No -0.0143 No 0.0327 No 0.0182 No Math -0.0226 No -0.0511 No 0.0112 No -0.0428 No -0.2643 Lower -0.0099 Lower All-Subject Average -0.0086 No -0.0286 No 0.0335 No -0.0223 No -0.1147 Lower 0.0019 Lower High 9th Grade Literature -0.0883 No 0.0344 No 0.1325 No 0.0589 No 0.0283 No 0.0122 No American Literature 0.2087 No -0.0104 Higher 0.0815 No 0.0483 No Algebra 1 0.0235 No 0.0655 No -0.1836 Lower -0.0025 Lower Coordinate Algebra Geometry 0.0639 No 0.0570 No 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Fulton Leadership Academy 93 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 47 26 18 of 27 Math 48 39 10 of 27 All-Subject Average 47 33 14 of 27 High 9th Grade Literature American Literature 47 31 13 of 17 Algebra 1 Coordinate Algebra 47 35 12 of 18 Geometry 49 47 13 of 19 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 50 45 20 of 42 35 3 42 of 42 42 7 38 of 42 50 48 12 of 30 51 51 8 of 29 35 9 26 of 28 Fulton Leadership Academy 94 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone 95 Fulton Leadership Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone Fulton Leadership Academy 96 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone Fulton Leadership Academy 97 State Charter Schools Performance Evaluation, 2018/19 Subject Area: 9th Grade Literature State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone Fulton Leadership Academy 98 State Charter Schools Performance Evaluation, 2018/19 Subject Area: American Literature State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone Fulton Leadership Academy 99 State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject High Average State Charter: Fulton Leadership Academy Comparison District: Fulton Leadership Attendance Zone Fulton Leadership Academy 100 State Charter Schools Performance Evaluation, 2018/19 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 0.1434 in elementary grades and 0.0454 in middle grades. Genesis Academy for Boys' performance is higher than the state average in elementary grades and indistinguishable from the state average in 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' performance in 2018/19 has improved slightly from 2017/18. 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-7 Curriculum Focus School Year College preparatory 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 0.0 Pct. White 0.7 Pct. Black Pct. Hispanic 92.5 6.8 Pct. Other Race 0.0 Pct. FRL 54.3 Pct. Direct Cert 29.4 Pct. LEP 5.8 Pct. SWD 8.6 101 Genesis Academy for Boys State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1434 Elementary / 0.0454 Middle Genesis Academy for Boys' contribution to an elementary school student's average achievement across ELA and Math is statistically higher than the average elementary in the state, and its contribution to a middle school student's average achievement across ELA and Math is not statistically different from the average 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 0.1252 0.1049 0.1434 0.0723 0.0213 0.0454 88 No 81 No 93 Higher 79 No 59 No 70 No 59 95 57 82 58 93 54 81 54 69 54 77 Genesis Academy for Boys 102 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Genesis Academy for Boys' performance in 2018/19 has improved slightly from 2017/18, but for most subjects the effect is still not statistically different from the state average. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA 2016/17* Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? -0.0857 No -0.0768 No -0.0669 No 0.1252 No 0.1049 No 0.1434 Higher -0.0743 No 0.0723 No Genesis Academy for Boys 103 State Charter Schools Performance Evaluation, 2018/19 Value-Added (Controls for Student Demographics and Prior Test Scores) Grade Level and Subject 2016/17* School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Math 0.0435 No 0.0213 No All-Subject Average 0.0014 No 0.0454 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Genesis Academy for Boys 104 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 42 9 42 17 42 10 47 25 55 74 51 57 59 95 57 82 58 93 54 81 54 69 54 77 Genesis Academy for Boys 105 State Charter Schools Performance Evaluation, 2018/19 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 0.0967 in elementary grades and 0.0733 in middle grades. Genesis Academy for Girls' performance is not statistically different than 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' performance in 2018/19 has improved from 2017/18 across all subjects. The school's contribution to student achievement is: o above the state averages in elementary and middle school ELA; and o indistinguishable from the state averages in elementary and middle school Math. General Characteristics School Name Genesis Academy for Girls Calendar Year Opened EMO Affiliation 2017 No Grades K-7 Curriculum Focus School Year College preparatory 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 100.0 Pct. White 0.7 Pct. Black Pct. Hispanic 96.7 2.2 Pct. Other Race 0.4 Pct. FRL 55.8 Pct. Direct Cert 31.2 Pct. LEP 2.2 Pct. SWD 4.4 106 Genesis Academy for Girls State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0967Elementary / 0.0733 Middle Genesis Academy for Girls' contribution to an elementary and middle school student's average achievement across ELA and Math is not statistically different than 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry 0.1726 -0.0105 0.0967 0.1988 -0.0370 0.0733 95 Higher 46 No 85 No 98 Higher 38 No 80 No 63 98 47 34 55 80 66 99 51 53 58 92 Genesis Academy for Girls 107 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Genesis Academy for Girls' performance in 2018/19 has improved from 2017/18 across all subjects. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average 2016/17* Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? -0.1566 No -0.1735 Lower -0.1687 Lower 0.1726 Higher -0.0105 No 0.0967 No -0.0651 -0.2384 -0.1912 No Lower Lower 0.1988 -0.0370 0.0733 Higher No No Genesis Academy for Girls 108 State Charter Schools Performance Evaluation, 2018/19 Value-Added (Controls for Student Demographics and Prior Test Scores) Grade Level and Subject 2016/17* School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math 2016/17 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 36 1 32 2 63 98 47 34 Genesis Academy for Girls 109 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 34 1 40 3 33 2 37 2 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 55 80 66 99 51 53 58 92 Genesis Academy for Girls 110 State Charter Schools Performance Evaluation, 2018/19 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 -0.1248 in middle grades and -0.0341 in high school grades. Georgia Connections Academy's combined Math and ELA performance is below the state average in both middle and 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 2018/19 has been consistent in 9th Grade Literature, American Literature, Geometry, and middle school Math compared to its performance in 2017/18 and 2016/17. Its performance in 2018/19 declined compared to its performance in 2017/18 in Algebra 1. 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 middle school Math, Algebra 1, and Geometry; and o indistinguishable from the state average in elementary ELA. General Characteristics School Name Georgia Connections Academy Calendar Year Opened EMO Affiliation Grades 2011 Connections Academy 6-12 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 Students Served School Name GA Connections Pct. Female 56.9 Pct. White 50.4 Pct. Black Pct. Hispanic 33.6 7.9 Pct. Other Race 8.1 Pct. FRL 40.6 Pct. Direct Cert 23.9 Pct. LEP 0.6 Pct. SWD 11.1 111 Georgia Connections Academy State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1248 Middle/ -0.0341 High Georgia Connections Academy's contribution to a middle and high school student's average achievement across ELA and Math is lower than that of the average middle and 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 Statistically District District Percentile Different Rank Average (higher is from State (lower is better) 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 All-Subject Average -0.0177 -0.2469 -0.1248 0.1248 0.1243 -0.2628 -0.2124 -0.0341 39 No 2 Lower 6 Lower 88 Higher 86 Higher 7 Lower 11 Lower 38 Lower Georgia Connections Academy 49 42 38 4 43 10 55 79 52 59 40 18 47 39 49 41 112 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Georgia Connections Academy's performance in 2018/19 has been consistent in 9th Grade Literature, American Literature, Geometry, and middle school Math compared to its performance in 2017/18 and 2016/17. Its performance in 2018/19 declined compared to its performance in 2017/18 in Algebra 1. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0562 No Math -0.3232 Lower All-Subject Average -0.1898 Lower Middle ELA 0.0763 Higher Math -0.3083 Lower All-Subject Average -0.1086 Lower High 9th Grade Literature 0.1714 Higher American Literature 0.0731 Higher Algebra 1 -0.1410 Lower Coordinate Algebra Geometry -0.1616 Lower -0.0942 Lower -0.1586 Lower -0.0986 Lower 0.0258 -0.1787 -0.0609 No Lower Lower 0.1909 Higher 0.1612 Higher -0.0484 No -0.1370 Lower -0.0177 No -0.2469 Lower -0.1248 Lower 0.1248 Higher 0.1243 Higher -0.2628 Lower -0.2124 Lower Georgia Connections Academy 113 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 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 Student Growth Percentiles (Controls only for Prior Test Scores) 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 49 42 38 4 43 10 Georgia Connections Academy 114 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 9th Grade Literature 56 81 American Literature 50 51 Algebra 1 Coordinate Algebra 45 28 Geometry Analytic Geometry 44 27 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 56 84 51 57 51 53 49 44 School Mean of Individual SGPs 55 52 40 2018/19 State Percentile (higher is better) District Rank (lower is better) 79 59 18 47 39 Georgia Connections Academy 115 State Charter Schools Performance Evaluation, 2018/19 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 -0.1160 in elementary grades and -0.0664 in middle grades, and -0.0979 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 2018/19 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 indistinguishable from the state average in middle school ELA; and o below the state average in elementary ELA, elementary Math, middle school Math, Algebra 1, and Geometry. General Characteristics School Name Calendar Year Opened EMO Affiliation Georgia Cyber Academy 2014 K12 Inc. Grades 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 Students Served School Name GA Cyber Pct. Female 51.5 Pct. White 44.4 Pct. Black Pct. Hispanic 38.2 8.1 Pct. Other Race 9.3 Pct. FRL 64.7 Pct. Direct Cert 34.1 Pct. LEP 1.0 Pct. SWD 14.5 116 GA Cyber Academy State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1160 Elementary / -0.0664 Middle/ -0.0979 High Georgia Cyber's contribution to an elementary, middle, and high school student's cross-subject average achievement is lower than that of the average elementary, middle, and 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 High 9th Grade Literature American Literature Algebra 1 Geometry All-Subject Average School Effect -0.1126 -0.1841 -0.1160 -0.0056 -0.1398 -0.0664 0.0686 0.0728 -0.2584 -0.1936 -0.0979 Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? Average? 11 Lower 7 Lower 9 Lower 45 No 11 Lower 20 Lower 73 Higher 72 Higher 7 Lower 13 Lower 19 Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank (lower SGPs (higher is is better) better) 46 25 41 14 44 14 51 56 46 27 48 36 53 71 49 40 35 9 44 23 45 21 Georgia Cyber Academy 117 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Georgia Cyber's 2018/19 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 increases somewhat. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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 -0.1621 Lower -0.3842 Lower -0.2759 Lower -0.0168 -0.2392 -0.1303 No Lower Lower 0.1500 Higher 0.0917 Higher -0.1740 Lower -0.1382 Lower -0.1165 Lower -0.3347 Lower -0.1948 Lower -0.0397 Lower -0.1813 Lower -0.0826 Lower 0.1064 Higher 0.1162 Higher -0.1456 Lower -0.1934 Lower -0.1126 Lower -0.1841 Lower -0.1160 Lower -0.0056 -0.1398 -0.0664 No Lower Lower 0.0686 Higher 0.0728 Higher -0.2584 Lower -0.1936 Lower Georgia Cyber Academy 118 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average 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 Student Growth Percentiles (Controls only for Prior Test Scores) 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 46 25 41 14 44 14 51 56 46 27 48 36 Georgia Cyber Academy 119 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) High 9th Grade Literature 49 44 American Literature 50 53 Algebra 1 39 16 Coordinate Algebra 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 53 64 46 30 38 10 42 18 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 53 69 50 50 40 15 41 13 Georgia Cyber Academy 120 State Charter Schools Performance Evaluation, 2018/19 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 -0.1718 in elementary grades, -0.0648 in middle grades, and -0.0959 in high school grades. The school's performance is statistically lower than the state average in both elementary and middle grades, and not statistically different from the state average in high school grades. Because the school serves students throughout the state, it does not have a district comparison group. Georgia School for Innovation and the Classics' performance in 2018/19 is similar to its performance in 2017/18. The school's contribution to student achievement is: o indistinguishable from the state average in 9th Grade Literature; and o statistically lower than the state average for elementary ELA and Math, middle school ELA and Math, and Algebra 1. General Characteristics School Name Calendar Year Opened Georgia School for Innovation and the Classics 2015 Students Served EMO Affiliation No Grades Curriculum Focus Classical education approach with career pathways for K-12 secondary students (Linguistics, Nuclear Tech, Sustainable Ag, Entertainment Tech) School Year Normal SingleGender School Virtual/ Online School No No Serves Multiple Districts Yes Parental Involvement Requirement Enrollment Restrictions Not Specified Students residing in State of GA School Name GA Innovation Pct. Female 51.0 Pct. White 70.8 Pct. Black Pct. Hispanic 17.3 6.2 Pct. Other Race 5.8 Pct. FRL 0.0 Pct. Direct Cert 20.8 Pct. LEP 0.0 Pct. SWD 11.8 Georgia School for Innovation and the Classics 121 State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1718 Elementary / -0.0648 Middle / -0.0959 High Georgia School for Innovation and the Classics' 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. The school's contribution to a high school student's crosssubject average achievement is not statistically different from 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 Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry -0.2812 -0.1479 -0.1718 -0.0954 -0.1113 -0.0648 -0.0341 -0.1547 1 Lower 11 Lower 3 Lower 11 Lower 15 Lower 21 Lower 35 No 21 Lower 43 11 52 62 47 33 53 69 52 62 52 65 42 6 39 15 Georgia School for Innovation and the Classics 122 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) All-Subject Average -0.0959 20 No 41 8 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Georgia School for Innovation and the Classics' performance in 2018/19 is similar to its performance in 2017/18 and a decline in performance compared to 2016/17. Last year, the school's effect was indistinguishable from the state average on elementary ELA, but this year, the school's effect is statistically lower than the state average. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math -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 -0.2812 Lower -0.1479 Lower -0.1718 Lower -0.0954 Lower -0.1113 Lower Georgia School for Innovation and the Classics 123 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average -0.0235 No -0.1289 Lower -0.0648 Lower High 9th Grade Literature -0.0341 No American Literature Algebra 1 -0.1547 Lower 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 52 63 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) 55 80 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 43 11 Georgia School for Innovation and the Classics 124 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Math 58 83 All-Subject Average 55 79 Middle ELA 53 75 Math All-Subject Average 54 68 53 72 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 49 46 52 63 53 72 47 35 50 48 School Mean of Individual SGPs 52 47 2018/19 State Percentile (higher is better) District Rank (lower is better) 62 33 53 69 52 62 52 65 42 6 39 15 Georgia School for Innovation and the Classics 125 State Charter Schools Performance Evaluation, 2018/19 International Charter Academy of Georgia Key Findings The value-added estimate of International Charter Academy of Georgia's impact on a student's average achievement cannot be calculated because there were less than 15 test-takers. International Charter Academy of Georgia's performance cannot be compared to the state average because there were less than 15 test-takers. International Charter Academy of Georgia's first year in operation is 2018/19, so it is not possible to make year-to-year performance comparisons. The school's contribution to student achievement cannot be calculated because there were less than 15 test-takers. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades International Charter Academy of Georgia 2018 No K-5 Curriculum Focus Dual language program, English/Japanese School Year SingleGender School Virtual/ Online School Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions Normal No No Yes Not Specified Students residing in State of GA Students Served School Name International - Georgia Pct. Female 48.9 Pct. White 9.2 Pct. Black Pct. Hispanic 19.9 7.8 About half of the "other race" students (33 percent of the total) are Asian. Pct. Other Race 63.1 Pct. FRL 0.0 Pct. Direct Cert 8.6 Pct. LEP 47.9 Pct. SWD 2.8 126 International Charter Academy of Georgia State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: The value-added estimate of International Charter Academy of Georgia's impact on a student's average achievement cannot be calculated because there were less than 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 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 Academy of Georgia 127 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2017/18, 2016/17, and 2015/16 Value-Added and SGP Summary Results International Charter Academy of Georgia's first year in operation is 2018/19, so it is not possible to make year-to-year performance comparisons. International Charter Academy of Georgia 128 State Charter Schools Performance Evaluation, 2018/19 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 -0.0208 in elementary grades and 0.480 in middle grades. The school's performance is indistinguishable from the state and district average in elementary and middle school. International Academy of Smyrna's performance in 2018/19 has declined from 2017/18 in elementary Math and middle ELA and Math. The school's contribution to student achievement is: o indistinguishable from the state average in elementary and middle ELA and 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 52.4 Pct. White 1.8 Pct. Black Pct. Hispanic 71.0 20.6 Pct. Other Race 6.5 Pct. FRL 70.0 Pct. Direct Cert 31.2 Pct. LEP 13.7 Pct. SWD 6.7 129 International Academy of Smyrna State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0208 Elementary/ 0.0480 Middle Average Overall School Effect in District: 0.0143 Elementary/ 0.0425 Middle International Academy of Smyrna's contribution to an elementary and middle school student's cross-subject average achievement is not statistically different from that of the average elementary and 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry -0.0699 -0.0062 -0.0208 0.0070 0.0830 0.0480 22 No 48 No 41 No 52 No 76 No 71 No 58 of 66 39 of 66 44 of 66 16 of 26 12 of 26 12 of 26 0.0003 No 0.0197 No 0.0143 No 0.0224 No 0.0772 No 0.0425 No 46 22 58 of 66 50 51 48 of 66 48 36 52 of 66 54 78 3 of 26 64 96 1 of 26 59 92 1 of 26 International Academy of Smyrna 130 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results International Academy of Smyrna's performance in 2018/19 has declined from 2017/18 in elementary Math and middle ELA and Math. In 2017/18, International Academy of Smyrna performed above the average in middle school in the state and district, but in 2018/19 its performance is not statistically different from the state or district. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math 2016/17* Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? -0.0664 No 0.0229 No -0.0021 No 0.0007 -0.0653 -0.0282 No Higher No -0.0699 No -0.0062 No -0.0208 No 0.0003 No 0.0197 No 0.0143 No 0.2595 Higher 0.3243 Higher -0.0174 Higher 0.0292 Higher 0.0070 No 0.0830 No 0.0224 No 0.0772 No International Academy of Smyrna 131 State Charter Schools Performance Evaluation, 2018/19 Value-Added (Controls for Student Demographics and Prior Test Scores) Grade Level and Subject 2016/17* School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? All-Subject Average 0.3160 Higher 0.0015 Higher 0.0480 No 0.0425 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA 2016/17 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 45 18 62 of 66 46 22 58 of 66 International Academy of Smyrna 132 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 50 51 48 of 66 48 36 52 of 66 54 78 3 of 26 64 96 1 of 26 59 92 1 of 26 International Academy of Smyrna 133 State Charter Schools Performance Evaluation, 2018/19 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 134 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 135 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 136 State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject Middle Average State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 137 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 138 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: International Academy of Smyrna Comparison District: Cobb County Public Schools International Academy of Smyrna 139 State Charter Schools Performance Evaluation, 2018/19 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 0.0148 in elementary grades and -0.0154 in middle grades. The school's performance is indistinguishable from the state and district average across subjects in elementary and middle school. Because the school serves students throughout the state, it does not have a district comparison group. International Charter School of Atlanta's performance in 2018/19 is overall improved from the 2017/18 and 2016/17 school years. The school's contribution to student achievement is: o indistinguishable from the state average in elementary and middle ELA and Math. General Characteristics School Name Calendar Year Opened International Charter School of Atlanta 2015 EMO Affiliation No Grades Curriculum Focus Language immersion K-8 emphasis (French, German, Spanish, Mandarin) School Year Normal SingleGender School Virtual/ Online School No No Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions Yes Not Specified Students residing in State of GA Students Served School Name International - Atlanta Pct. Female 54.7 Pct. White 36.9 Pct. Black Pct. Hispanic 28.7 19.0 About half of the "other race" students (6.1 percent of the total) are Asian. Pct. Other Race 15.4 Pct. FRL 2.4 Pct. Direct Cert 8.7 Pct. LEP 7.1 Pct. SWD 7.5 140 International Charter School of Atlanta State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0148 Elementary/ -0.0154 Middle International Charter School of Atlanta's contribution to an elementary and middle school student's cross-subject average achievement is not statistically different from that of the average elementary and 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 Statistically Percentile Different Rank (lower Average Different from (higher is from 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 All-Subject Average -0.0943 0.0794 0.0148 0.0758 -0.1028 -0.0154 15 No 74 No 55 No 80 No 19 No 44 No 48 36 61 94 55 79 55 84 50 49 53 66 International Charter School of Atlanta 141 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results International Charter School of Atlanta's performance in 2018/19 is overall improved from the 2017/18 and 2016/17 school years. Its performance in elementary and middle Math has improved from being below the state average to being indistinguishable from the state average. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.0377 No Math -0.1034 Lower All-Subject Average -0.0327 No Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry -0.0161 No -0.2921 Lower -0.1535 Lower -0.0292 No -0.1978 Lower -0.1028 No -0.0943 No 0.0794 No 0.0148 No 0.0758 No -0.1028 No -0.0154 No International Charter School of Atlanta 142 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 50 48 46 32 48 35 Student Growth Percentiles (Controls only for Prior Test Scores) 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 48 36 61 94 55 79 55 84 50 49 53 66 International Charter School of Atlanta 143 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) 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 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) International Charter School of Atlanta 144 State Charter Schools Performance Evaluation, 2018/19 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 0.0195 in elementary grades and -0.0810 in middle grades. The school's performance across subjects is indistinguishable from the state and district averages in elementary school and lower than the state and district averages in middle school. Ivy Preparatory Academy at Kirkwood for Girls' elementary school and middle school performance in 2018/19 has declined from its performance in 2017/18 and 2016/17. The school's contribution to student achievement is: o not statistically different than the district and state averages in elementary and middle ELA; o not statistically different than the state average in elementary Math, but lower than the district average; and o lower than the state and district averages in middle 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 100.0 Pct. White 0.0 Pct. Black Pct. Hispanic 94.8 4.2 Pct. Other Race 1.0 Pct. FRL 80.3 Pct. Direct Cert 45.6 Pct. LEP 1.0 Pct. SWD 7.6 145 Ivy Preparatory Academy at Kirkwood for Girls State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0195 Elementary / -0.0810 Middle Average Overall School Effect in District: 0. 0493 Elementary / 0.0171 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 lower than 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 0.0792 -0.0637 0.0195 0.0472 -0.1870 -0.0810 78 No 30 No 58 No 70 No 6 Lower 14 Lower 45 of 143 121 of 143 89 of 143 24 of 56 52 of 56 50 of 56 0.0419 0.0563 0.0493 No Lower No 0.0344 0.0112 0.0171 No Lower Lower 55 79 41 of 143 43 21 123 of 143 49 44 93 of 143 53 69 22 of 56 40 8 52 of 56 46 24 45 of 56 Ivy Preparatory Academy at Kirkwood for Girls 146 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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. Ivy Preparatory Academy at Kirkwood for Girls 147 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Ivy Preparatory Academy at Kirkwood for Girls' elementary school and middle school performance in 2018/19 has declined from its performance in 2017/18 and 2016/17. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA 0.3597 Higher 0.0131 Higher 0.0108 No 0.0116 No 0.0792 No 0.0419 No Math 0.2142 Higher 0.0184 Higher 0.0013 No 0.0166 No -0.0637 No 0.0563 Lower All-Subject Average 0.2872 Higher 0.0160 Higher 0.0036 No 0.0159 No 0.0195 No 0.0493 No Middle ELA 0.3313 Higher 0.0205 Higher 0.0389 No 0.0189 No 0.0472 No 0.0344 No Math 0.1151 Higher 0.0002 Higher 0.0700 No 0.0033 No -0.1870 Lower 0.0112 Lower All-Subject Average 0.2055 Higher 0.0156 Higher 0.0313 No 0.0092 No -0.0810 Lower 0.0171 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. Ivy Preparatory Academy at Kirkwood for Girls 148 State Charter Schools Performance Evaluation, 2018/19 ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math 64 99 2 of 141 63 95 11 of 141 All-Subject Average 64 99 2 of 141 Middle ELA 68 99 1 of 53 Math 56 78 11 of 53 All-Subject Average 62 98 3 of 53 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 55 79 41 of 143 43 21 123 of 143 49 44 93 of 143 53 69 22 of 56 40 8 52 of 56 46 24 45 of 56 Ivy Preparatory Academy at Kirkwood for Girls 149 State Charter Schools Performance Evaluation, 2018/19 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 150 Ivy Preparatory Academy at Kirkwood for Girls State Charter Schools Performance Evaluation, 2018/19 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 151 State Charter Schools Performance Evaluation, 2018/19 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 152 State Charter Schools Performance Evaluation, 2018/19 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 153 State Charter Schools Performance Evaluation, 2018/19 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 154 State Charter Schools Performance Evaluation, 2018/19 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 155 State Charter Schools Performance Evaluation, 2018/19 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 -0.0358 in elementary grades and -0.0441 in middle grades. The school's performance is indistinguishable from the state average in elementary school and middle school. Because the school serves students throughout the state, it does not have a district comparison group. Liberty Tech's Math performance in 2018/19 has remained relatively constant since 2016/17, but performance in both elementary and middle school ELA improved relative to 2017/18. The school's contribution to student achievement is: o below the state average in middle school Math; and o indistinguishable from the state average in elementary ELA, elementary Math, and middle ELA. General Characteristics School Name Calendar Year Opened Liberty Tech Charter School 2016 EMO Affiliation No Grades K-8 Curriculum Focus Classical/STEM hybrid, House System to learn college and career readiness, physical education daily School Year SingleGender School Virtual/ Online School Extended Year: 210 No No days Serves Multiple Districts Parental Involvement Requirement Enrollment Restrictions Yes Not Specified Students residing in State of GA Students Served School Name Liberty Tech Pct. Female 49.1 Pct. White 60.1 Pct. Black Pct. Hispanic 25.9 7.3 Pct. Other Race 6.6 Pct. FRL 17.2 Pct. Direct Cert 12.0 Pct. LEP 0.2 Pct. SWD 11.8 156 Liberty Tech Charter School State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0358 Elementary / -0.0441 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 also indistinguishable from 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 Statistically Percentile Different Rank (lower Average Different from (higher is from 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 All-Subject Average -0.0299 -0.0974 -0.0358 0.0325 -0.2405 -0.0441 36 No 21 No 34 No 64 No 3 Lower 29 No 52 64 50 52 51 60 55 82 46 30 51 59 Liberty Tech Charter School 157 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Liberty Tech's Math performance in 2018/19 has remained relatively constant since 2016/17, but performance in both elementary and middle school ELA improved relative to 2017/18. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0593 No Math -0.0778 No All-Subject Average -0.0686 No Middle ELA -0.0269 No Math -0.1941 Lower All-Subject Average -0.0854 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry -0.1712 Lower -0.0358 No -0.0823 No -0.1037 -0.2444 -0.1380 Lower Lower Lower -0.0299 No -0.0974 No -0.0358 No 0.0325 -0.2405 -0.0441 No Lower No Liberty Tech Charter School 158 State Charter Schools Performance Evaluation, 2018/19 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. 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 49 43 Math 47 35 All-Subject Average 48 35 Middle ELA 53 75 Math 42 13 All-Subject Average 48 36 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 46 26 54 67 50 52 50 46 43 18 47 30 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 52 64 50 52 51 60 55 82 46 30 51 59 Liberty Tech Charter School 159 State Charter Schools Performance Evaluation, 2018/19 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 0.1014 in high school grades. Mountain Education Center's contribution to student achievement across Math and ELA exceeds the state average. Because the school serves students throughout the state, it does not have a district comparison group. Mountain Education Center's performance in 2018/19, compared to its performance in 2017/18 and 2016/17, improved in Geometry but declined for 9th Grade Literature, American Literature, and Algebra 1. The school's contribution to student achievement is: o above the state average in Geometry; and o indistinguishable from the state average in 9th Grade Literature, American Literature, and Algebra 1. 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 Students Served School Name Mountain Ed. Pct. Female 48.3 Pct. White 77.7 Pct. Black Pct. Hispanic 4.5 15.5 Pct. Other Race 2.3 Pct. FRL 44.8 Pct. Direct Cert 21.1 Pct. LEP 4.5 Pct. SWD 15.8 160 Mountain Education Center State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.1014 High Mountain Education Center's contribution to a high school student's achievement across all subjects is greater than the state 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry All-Subject Average 0.0739 0.0116 0.0512 0.1410 0.1014 74 No 53 No 64 No 79 Higher 80 Higher 53 72 54 71 52 59 60 88 55 83 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. Mountain Education Center 161 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Mountain Education Center's performance in 2018/19, compared to its performance in 2017/18 and 2016/17, improved in Geometry but declined for 9th Grade Literature, American Literature, and Algebra 1. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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 0.0295 No 0.2673 Higher 0.0739 No American Literature 0.0957 No 0.1122 Higher 0.0116 No Algebra 1 0.2461 Higher 0.2010 Higher 0.0512 No Coordinate Algebra Geometry 0.1825 No 0.1307 No 0.1410 Higher 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. Mountain Education Center 162 State Charter Schools Performance Evaluation, 2018/19 *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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 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 56 80 American Literature Algebra 1 56 83 55 69 Coordinate Algebra Geometry 46 33 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 62 95 57 86 55 71 39 11 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 53 72 54 71 52 59 60 88 Mountain Education Center 163 State Charter Schools Performance Evaluation, 2018/19 Odyssey School Key Findings The value-added estimate of the school's impact on a student's average achievement across Math and ELA is -0.1055 in elementary grades and 0.1009 in middle grades. Odyssey School's performance is higher than the state average and indistinguishable from the district average in middle school, but below the state and district averages in elementary school. Odyssey's performance in 2018/19 has improved for middle school, but has declined for elementary school (particularly in Math) compared to 2017/18 and 2016/17. The school's contribution to student achievement is: o below the state and district average in elementary school Math; o indistinguishable from the state average but below the district average for elementary school ELA; o above the state average but indistinguishable from the district average for middle school Math; and o indistinguishable from the state and district average in middle school ELA. 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 No No Serves Multiple Districts No Parental Involvement Requirement Enrollment Restrictions 18 hours per academic year Students residing in Coweta County Public Schools Zone 164 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Students Served School Name Odyssey Pct. Female 45.0 Pct. White 51.7 Pct. Black Pct. Hispanic 32.4 8.7 Pct. Other Race 7.3 Pct. FRL 36.9 Pct. Direct Cert 19.4 Pct. LEP 3.1 Pct. SWD 12.8 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1055 Elementary / 0.1009 Middle Average Overall School Effect in District: 0.0223 Elementary / 0.0642 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 and district. The contribution to a middle school student's average achievement is higher than the average middle school in the state and indistinguishable from 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 District Statistically Percentile Different Rank (lower Average Different from (higher is from 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 -0.1081 -0.1249 -0.1055 0.0502 0.1201 0.1009 12 No 15 Lower 12 Lower 72 No 85 Higher 88 Higher 20 of 20 18 of 20 20 of 20 4 of 7 2 of 7 2 of 7 0.0166 0.0049 0.0223 Lower Lower Lower 0.0617 No 0.0424 No 0.0642 No 46 25 20 of 20 48 40 16 of 20 47 31 18 of 20 60 96 2 of 7 63 94 2 of 7 61 97 1 of 7 165 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from 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 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Odyssey's performance in 2018/19 has improved for middle school, but has declined for elementary school (particularly in Math) compared to 2017/18 and 2016/17. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average 0.0195 No -0.0470 No -0.0137 No 0.0269 No -0.0298 No -0.0019 No -0.1464 -0.1055 -0.1071 Lower Lower Lower -0.0323 -0.0148 -0.0081 Lower No Lower -0.1081 -0.1249 -0.1055 No Lower Lower 0.0166 Lower 0.0049 Lower 0.0223 Lower 166 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Middle ELA -0.0921 Lower 0.0127 Lower 0.0609 No -0.0006 No 0.0502 No 0.0617 No Math -0.1597 Lower 0.0098 Lower 0.0085 No 0.0100 No 0.1201 Higher 0.0424 No All-Subject Average -0.1230 Lower 0.0171 Lower 0.0688 No 0.0313 No 0.1009 Higher 0.0642 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. 167 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 54 74 10 of 21 Math All-Subject Average 49 45 10 of 21 52 58 10 of 21 Middle ELA 50 53 7 of 8 Math 51 55 7 of 8 All-Subject Average 51 54 7 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 46 25 20 of 20 48 40 16 of 20 47 31 18 of 20 60 96 2 of 7 63 94 2 of 7 61 97 1 of 7 168 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Odyssey School Comparison District: Coweta County Public Schools 169 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: Odyssey School Comparison District: Coweta County Public Schools 170 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Odyssey School Comparison District: Coweta County Public Schools 171 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject Middle Average State Charter: Odyssey School Comparison District: Coweta County Public Schools 172 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Odyssey School Comparison District: Coweta County Public Schools 173 Odyssey School State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Odyssey School Comparison District: Coweta County Public Schools 174 Odyssey School State Charter Schools Performance Evaluation, 2018/19 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 -0.1094 in elementary grades, -0.0772 in middle grades, and 0.0580 in high school grades. Pataula Charter Academy's performance across subjects in elementary and middle school is below the state and district averages. For high school, its performance is not statistically different from the state and district averages. Pataula Charter Academy's performance has remained relatively constant over the past three years, with some improvement in Geometry and decline in elementary ELA from 2016/17 to 2018/19. 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 not statistically different from the state average and below the district average in Algebra 1; o below the state and district average in middle school Math and elementary ELA; and o indistinguishable from the state and district average in elementary Math, middle school ELA, American Literature, and Geometry. 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 Virtual/ Online School No No Serves Multiple Districts Yes Parental Involvement Requirement Not Specified Enrollment Restrictions Students residing in Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell Public School districts 175 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Students Served School Name Pataula Pct. Female 48.5 Pct. White 64.9 Pct. Black Pct. Hispanic 25.8 5.4 Pct. Other Race 3.9 Pct. FRL 63.4 Pct. Direct Cert 34.2 Pct. LEP 0.7 Pct. SWD 9.6 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1094 Elementary / -0.0772 Middle/ 0.0580 High Average Overall School Effect in District: -0.0083 Elementary / 0.0282 Middle/ 0.0858 High Pataula Charter Academy's contribution to a student's average achievement across ELA and Math is lower than the average elementary and middle school in the state and district. Its high school performance is not statistically different 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 -0.1305 -0.1031 -0.1094 0.0186 -0.2026 9 Lower 20 No 10 Lower 56 No 5 Lower 7 of 7 5 of 7 6 of 7 4 of 7 7 of 7 0.0274 -0.0368 -0.0083 Lower No Lower 0.0370 No 0.0230 Lower Pataula Charter Academy 42 9 7 of 7 45 29 2 of 7 43 14 6 of 7 51 53 3 of 7 43 14 6 of 7 176 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) All-Subject Average -0.0772 16 Lower 7 of 7 0.0282 Lower 47 25 6 of 7 High 9th Grade Literature 0.1665 93 Higher 2 of 6 0.1229 No 58 90 2 of 6 American Literature 0.0866 77 No 1 of 5 -0.0260 No 52 61 2 of 5 Algebra 1 -0.0109 49 No 5 of 6 0.2095 Lower 48 45 5 of 6 Geometry 0.0138 53 No 5 of 6 0.1336 No 61 90 1 of 6 All-Subject Average 0.0580 67 No 4 of 6 0.0858 No 54 80 3 of 6 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. 177 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Pataula Charter Academy's performance has remained relatively constant over the past three years, with some improvement in Geometry and decline in elementary ELA from 2016/17 to 2018/19. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA -0.0103 No -0.0221 No 0.0222 No -0.0627 No -0.1305 Lower 0.0274 Lower Math 0.0668 No -0.0603 Higher 0.0626 No 0.0896 No -0.1031 No -0.0368 No All-Subject Average 0.0283 No -0.0409 No 0.0406 No 0.0141 No -0.1094 Lower -0.0083 Lower Middle ELA 0.0320 No 0.0261 No -0.0811 No -0.0219 No 0.0186 No 0.0370 No Math -0.1342 Lower -0.0192 Lower -0.0916 Lower 0.0289 Lower -0.2026 Lower 0.0230 Lower All-Subject Average -0.0405 No 0.0040 No -0.0826 Lower -0.0164 No -0.0772 Lower 0.0282 Lower High 9th Grade Literature 0.1212 No -0.0460 Higher 0.2004 Higher 0.0811 No 0.1665 Higher 0.1229 No American Literature -0.0237 No -0.0668 No 0.0866 No 0.1227 No 0.0866 No -0.0260 No Algebra 1 -0.2951 Lower 0.0329 Lower 0.0757 No 0.0598 No -0.0109 No 0.2095 Lower Coordinate Algebra Geometry -0.3958 Lower 0.0723 Lower -0.2083 Lower 0.0052 Lower 0.0138 No 0.1336 No 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. 178 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 *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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA 51 58 2 of 6 Math All-Subject Average 60 90 1 of 6 56 82 1 of 6 Middle ELA 49 43 4 of 6 Math All-Subject Average 46 32 3 of 6 47 32 4 of 6 High 9th Grade Literature 53 63 1 of 5 American Literature 47 34 2 of 4 Algebra 1 Coordinate Algebra 47 36 2 of 4 Geometry 42 19 3 of 3 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 42 9 7 of 7 45 29 2 of 7 43 14 6 of 7 51 53 3 of 7 43 14 6 of 7 47 25 6 of 7 58 90 2 of 6 52 61 2 of 5 48 45 3 of 6 61 90 1 of 6 179 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 180 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 181 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 182 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject Middle Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 183 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 184 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 185 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: 9th Grade Literature State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 186 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: American Literature State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 187 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Algebra 1 State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 188 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Geometry State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 189 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject High Average State Charter: Pataula Charter Academy Comparison Districts: Baker, Calhoun, Clay, Early, Miller, Randolph, and Terrell 190 Pataula Charter Academy State Charter Schools Performance Evaluation, 2018/19 Resurgence Hall Key Findings The value-added estimate of Resurgence Hall's impact on a student's average achievement across Math and ELA is 0.2202 in middle school. The school's performance is higher than the state and district averages in middle school. Resurgence Hall's performance has improved across all subjects in middle school between the 2017/18 and 2018/19 school years. The school's contribution to student achievement is: o higher than the state and indistinguishable from district average in middle school ELA; and o higher than the state and district averages in middle school Math. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Resurgence Hall 2017 Emphasis on No K-1; 7 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 50.0 Pct. White 1.1 Pct. Black Pct. Hispanic 96.2 2.7 Pct. Other Race 0.0 Pct. FRL 61.4 Pct. Direct Cert 38.3 Pct. LEP 0.0 Pct. SWD 4.3 191 Resurgence Hall State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.2202 Middle Average Overall School Effect in District: 0.0262 Middle Resurgence Hall's contribution to a 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. No elementary school scores are reported because Resurgence only has grades K-1, which are not tested. Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry 0.2346 0.2574 0.2202 99 Higher 97 Higher 98 Higher 1 of 52 2 of 52 1 of 52 0.0423 0.0166 0.0262 No Higher Higher 64 99 1 of 52 69 98 2 of 52 66 99 1 of 52 Resurgence Hall 192 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Resurgence Hall's performance has improved across all subjects in middle school between the 2017/18 and 2018/19 school years. Grade Level and Subject Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average 2016/17* Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 0.1097 No 0.1746 No 0.1022 No 0.0218 No 0.0088 No 0.0112 No 0.2346 Higher 0.2574 Higher 0.2202 Higher 0.0423 0.0166 0.0262 No Higher Higher Resurgence Hall 193 State Charter Schools Performance Evaluation, 2018/19 Value-Added (Controls for Student Demographics and Prior Test Scores) Grade Level and Subject 2016/17* School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math 2016/17 Student Growth Percentiles (Controls only for Prior Test Scores) School Mean of Individual SGPs 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) Resurgence Hall 194 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 52 71 11 of 52 54 69 17 of 52 53 72 14 of 52 64 99 1 of 52 69 98 2 of 52 66 99 1 of 52 Resurgence Hall 195 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools 196 Resurgence Hall State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools Resurgence Hall 197 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Resurgence Hall Comparison District: APS and Fulton County Public Schools Resurgence Hall 198 State Charter Schools Performance Evaluation, 2018/19 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 -0.1493 in elementary grades and -0.3786 in middle grades. SAIL'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. SAIL's performance in 2018/19 has declined from its performance in 2017/18, especially in elementary and middle Math. The school's contribution to student achievement is: o below the state averages in elementary Math, middle ELA, and middle Math; and o indistinguishable from the state average in elementary ELA. General Characteristics School Name Calendar Year Opened SAIL School for Arts-Infused Learning 2017 EMO Affiliation No Grades Curriculum Focus School Year Arts-infused learning with robust fine arts K-7 and foreign language Normal program, multiple year looping 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 61.3 Pct. White 70.1 Pct. Black Pct. Hispanic 13.9 9.0 Pct. Other Race 7.0 Pct. FRL 4.3 Pct. Direct Cert 8.3 Pct. LEP 0.4 Pct. SWD 7.2 199 SAIL School for Arts-Infused Learning State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1493 Elementary / -0.3786 Middle SAIL's contribution to an elementary student's average achievement across ELA and Math is below 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry All-Subject Average -0.0741 -0.2525 -0.1493 -0.2965 -0.5012 -0.3786 20 No 2 Lower 5 Lower 1 Lower 1 Lower 1 Lower 51 54 41 14 46 25 39 2 27 1 33 1 SAIL School for Arts-Infused Learning 200 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results SAIL's performance in 2018/19 has declined from its performance in 2017/18, especially in elementary and middle Math. 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 2016/17* Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? 0.1131 No -0.1455 Lower -0.0208 No -0.0741 No -0.2525 Lower -0.1493 Lower -0.1084 No -0.1916 Lower -0.1357 Lower -0.2965 Lower -0.5012 Lower -0.3786 Lower SAIL School for Arts-Infused Learning 201 State Charter Schools Performance Evaluation, 2018/19 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. 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 54 79 41 13 47 34 44 10 45 25 44 14 51 54 41 14 46 25 39 2 27 1 33 1 SAIL School for Arts-Infused Learning 202 State Charter Schools Performance Evaluation, 2018/19 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 -0.1314 in elementary grades. Scintilla Charter Academy's performance is statistically below the state and district cross-subject averages. Scintilla Charter Academy's performance in 2018/19 is comparable to its performance in 2017/18 and 2016/17. Across all three years, it performs below the state and district average in elementary Math. 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 2015 EMO Affiliation No Grades Curriculum Focus Project-based K-5 learning with emphasis on service learning School Year Normal SingleGender School Virtual/ Online School No 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 48.7 Pct. White 56.3 Pct. Black Pct. Hispanic 34.1 5.2 Pct. Other Race 4.4 Pct. FRL 43.9 Pct. Direct Cert 23.2 Pct. LEP 0.0 Pct. SWD 12.5 203 Scintilla Charter Academy State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.1314 Elementary Average Overall School Effect in District: -0.0178 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average High 9th Grade Literature American Literature Algebra 1 Geometry -0.0975 -0.2060 -0.1314 15 Lower 5 Lower 6 Lower 12 of 13 13 of 13 12 of 13 0.0122 -0.0252 -0.0178 Lower Lower Lower Student Growth Percentiles (Controls only for Prior Test Scores) School Mean State District of Individual Percentile Rank (lower SGPs (higher is is better) better) 44 14 11 of 13 39 10 11 of 13 42 8 11 of 13 Scintilla Charter Academy 204 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Scintilla Charter Academy's performance in 2018/19 is comparable to its performance in 2017/18 and 2016/17. Across all three years, it performs below the state and district average in elementary Math. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA Math All-Subject Average -0.0768 -0.0919 -0.0859 No Lower Lower -0.0403 No 0.0030 Lower -0.0186 No -0.2388 -0.2408 -0.2231 Lower Lower Lower 0.0210 0.0563 0.0300 Lower Lower Lower -0.0975 -0.2060 -0.1314 Lower Lower Lower 0.0122 Lower -0.0252 Lower -0.0178 Lower Scintilla Charter Academy 205 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject Elementary ELA Math 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 Student Growth Percentiles (Controls only for Prior Test Scores) 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 44 14 11 of 13 39 10 11 of 13 Scintilla Charter Academy 206 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) All-Subject Average 49 40 5 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 42 8 11 of 13 School Mean of Individual SGPs 42 2018/19 State Percentile (higher is better) District Rank (lower is better) 8 11 of 13 Scintilla Charter Academy 207 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Elementary Average State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City 208 Scintilla Charter Academy State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary ELA State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City Scintilla Charter Academy 209 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Elementary Mathematics State Charter: Scintilla Charter Academy Comparison Districts: Lowndes County and Valdosta City Scintilla Charter Academy 210 State Charter Schools Performance Evaluation, 2018/19 SLAM Academy of Atlanta Key Findings The value-added estimate of SLAM Academy's impact cannot be calculated at this time since they do not have students enrolled in fourth and fifth grade. SLAM Academy's impact on student achievement cannot be calculated at this time. SLAM Academy's first year in operation is 2018/19, so it is not possible to make year-to-year performance comparisons. The school's contribution to student achievement cannot be calculated at this time. General Characteristics School Name SLAM Academy of Atlanta Calendar Year Opened 2018 EMO Affiliation SLAM Foundation, Inc. Grades K-3 Curriculum Focus Sports-themed, STEM program in elementary grades (K-5), Careeroriented model in secondary grades (6- 7) School Year Normal SingleGender School No Virtual/ Online School No Serves Multiple Districts No Parental Involvement Requirement Enrollment Restrictions Specified Students residing in Atlanta Public Schools zone Students Served School Name SLAM Pct. Female 43.8 Pct. White 1.6 Pct. Black Pct. Hispanic 96.9 1.6 Pct. Other Race 0.0 Pct. FRL 100.0 Pct. Direct Cert 65.3 Pct. LEP 0.0 Pct. SWD 10.9 211 SLAM Academy of Atlanta State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: Average Overall School Effect in District: SLAM Academy's contribution to an elementary school student's average achievement across ELA and Math cannot be calculated at this time. 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 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. SLAM Academy of Atlanta 212 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results SLAM Academy's first year in operation is 2018/19, so it is not possible to make year-to-year performance comparisons. SLAM Academy of Atlanta 213 State Charter Schools Performance Evaluation, 2018/19 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 -0.0833 in elementary grades and -0.0733 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 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. Southwest Georgia STEM's performance improved in elementary Math and middle ELA in 2018/19 compared to its performance in 2017/18. The school's contribution to student achievement is: o below the state average in elementary ELA and middle Math; and o indistinguishable from the state average in elementary Math and middle ELA. General Characteristics School Name Calendar Year Opened Southwest Georgia STEM Charter 2016 EMO Affiliation No Grades K-5 Curriculum Focus Interdisciplinary, place-based paired with STEM School Year Normal SingleGender School Virtual/ Online School No No Serves Multiple Districts Yes Parental Involvement Requirement Enrollment Restrictions Not Specified Students residing in State of GA Students Served School Name Southwest GA Pct. Female 54.0 Pct. White 71.8 Pct. Black Pct. Hispanic 18.1 5.9 Pct. Other Race 4.2 Pct. FRL 70.9 Pct. Direct Cert 49.2 Pct. LEP 0.0 Pct. SWD 13.0 214 Southwest Georgia STEM Charter State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0833 Elementary/ -0.0733 Middle Southwest Georgia STEM Charter's contribution to a student's average achievement across ELA and Math in elementary and middle school is indistinguishable from 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 Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry All-Subject Average -0.1930 -0.0652 -0.0833 -0.0452 -0.1412 -0.0733 3 Lower 29 No 17 No 28 No 10 Lower 17 No 38 3 45 26 42 8 47 25 41 10 44 11 Southwest Georgia STEM Charter 215 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Southwest Georgia STEM's performance improved in elementary Math and middle ELA in 2018/19 compared to its performance in 2017/18. No comparisons can be made to the first year in operation (2016/17) because there were fewer than 15 students tested. 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 Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? -0.2661 -0.6051 -0.4274 Lower Lower Lower -0.1930 -0.0652 -0.0833 Lower No No -0.2042 -0.5529 -0.3851 Lower Lower Lower -0.0452 -0.1412 -0.0733 No Lower No Southwest Georgia STEM Charter 216 State Charter Schools Performance Evaluation, 2018/19 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. 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 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 2017/18 State Percentile (higher is better) District Rank (lower is better) 31 1 20 1 25 1 35 1 20 1 27 1 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 38 3 45 26 42 8 47 25 41 10 44 11 Southwest Georgia STEM Charter 217 State Charter Schools Performance Evaluation, 2018/19 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 -0.0766 in middle grades and 0.1966 in high school grades. Statesboro STEAM College, Careers, Arts & Technology Academy's performance is not statistically different from the state and district averages for middle school. Its performance is above the state average, but not statistically different from the district average for high school. Statesboro STEAM College, Careers, Arts & Technology Academy's performance in 2018/19 improved somewhat compared to its performance in the prior two years. The school's contribution to student achievement is: o above the state average and indistinguishable from the district average in Geometry; and o indistinguishable from the state and district averages in middle school ELA, middle school Math, 9th Grade Literature, American Literature, and Algebra 1. General Characteristics School Name Calendar Year Opened EMO Affiliation Grades Curriculum Focus School Year SingleGender School Statesboro STEAM 2002 No 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 218 Statesboro STEAM State Charter Schools Performance Evaluation, 2018/19 Students Served School Name Statesboro STEAM Pct. Female 46.1 Pct. White 70.2 Pct. Black Pct. Hispanic 20.8 4.5 Pct. Other Race 4.5 Pct. FRL 56.7 Pct. Direct Cert 22.3 Pct. LEP 0.0 Pct. SWD 18.0 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: -0.0766 Middle/ 0.1966 High Average Overall School Effect in District: -0.0032 Middle/ 0.0993 High Statesboro STEAM's contribution to a middle school student's cross-subject average achievement is indistinguishable from the average middle school in the state and district. Statesboro STEAM's contribution to a high school student's cross-subject average achievement is higher than the average high school in the state and but indistinguishable from the average high 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 District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 -0.0811 15 No 5 of 5 0.0027 No 50 49 4 of 5 Statesboro STEAM 219 State Charter Schools Performance Evaluation, 2018/19 Grade Level and Subject School Effect Value-Added (Controls for Student Demographics and Prior Test Scores) State Statistically District District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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) Math -0.0999 19 No 5 of 5 0.0037 No 48 41 3 of 5 All-Subject Average -0.0766 16 No 5 of 5 0.0032 No 49 42 4 of 5 High 9th Grade Literature 0.0677 73 No 1 of 4 -0.0072 No 57 86 1 of 4 American Literature 0.0517 66 No 1 of 4 -0.0158 No 56 84 1 of 4 Algebra 1 0.1679 83 No NA 0.1679 No 67 94 NA Geometry 0.4362 98 Higher NA 0.4362 No 74 99 NA All-Subject Average 0.1966 94 Higher 1 of 4 0.0993 No 62 98 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 220 State Charter Schools Performance Evaluation, 2018/19 Comparison of 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Statesboro STEAM College, Careers, Arts & Technology Academy's overall performance in 2018/19 somewhat improved compared to its performance in the prior two years, especially for middle school Math, 9th Grade Literature, and Algebra 1. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA -0.0263 No 0.0022 No -0.0297 No 0.0318 No -0.0811 No 0.0027 No Math -0.2184 Lower 0.0215 Lower -0.2787 Lower -0.0431 Lower -0.0999 No 0.0037 No All-Subject Average -0.1127 Lower 0.0145 Lower -0.1185 Lower -0.0059 Lower -0.0766 No 0.0032 No High 9th Grade Literature 0.1206 No 0.1163 No -0.1599 No 0.0277 No 0.0677 No -0.0072 No American Literature 0.0517 No -0.0158 No Algebra 1 -0.0239 No -0.0239 No -0.1522 No -0.1522 No 0.1679 No 0.1679 No Coordinate Algebra Geometry 0.4362 Higher 0.4362 No 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. Statesboro STEAM 221 State Charter Schools Performance Evaluation, 2018/19 ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 51 60 2 of 5 Math 38 6 5 of 5 All-Subject Average 45 17 5 of 5 High 9th Grade Literature 57 86 2 of 4 American Literature Algebra 1 Coordinate Algebra 54 68 1 of 1 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 50 49 4 of 5 48 41 3 of 5 49 42 4 of 5 57 86 1 of 4 56 84 1 of 4 67 94 NA 74 99 NA Statesboro STEAM 222 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools 223 Statesboro STEAM State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 224 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 225 State Charter Schools Performance Evaluation, 2018/19 Subject Area: 9th Grade Literature State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 226 State Charter Schools Performance Evaluation, 2018/19 Subject Area: American Literature State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 227 State Charter Schools Performance Evaluation, 2018/19 Subject Area: All-Subject High Average State Charter: Statesboro STEAM Comparison District: Bulloch County Public Schools Statesboro STEAM 228 State Charter Schools Performance Evaluation, 2018/19 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 0.0518 in middle grades. Utopian Academy for the Arts' performance is above the district average, but indistinguishable from the state average in middle grades. Utopian Academy for the Art's performance in 2018/19 has declined from its performance in 2017/18, but is better than its performance in 2016/17. It still outperforms the state and district in middle school ELA. The school's contribution to student achievement is: o above the state and district averages in middle school ELA; and o indistinguishable from the state and district averages in middle school Math. General Characteristics School Name Utopian Academy for the Arts Calendar Year Opened 2014 EMO Affiliation No Grades 6-8 Curriculum Focus Expeditionary Learning Curriculum. Single-gender instructional approach, and classes in the dramatic, media, and culinary arts. School Year 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 52.0 Pct. White 0.8 Pct. Black Pct. Hispanic 93.5 5.6 Pct. Other Race 0.0 Pct. FRL 100.0 Pct. Direct Cert 50.8 Pct. LEP 0.0 Pct. SWD 9.3 Utopian Academy for the Arts 229 State Charter Schools Performance Evaluation, 2018/19 Value-Added and SGP Results Summary by Grade Level and Subject Overall School Effect: 0.0518 Middle Average Overall School Effect in District: -0.0250 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 district, but not statistically different 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 District Statistically Percentile Different Rank (lower Average Different from (higher is from State is better) District better) Average? 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 Geometry All-Subject Average 0.1170 -0.0198 0.0518 92 Higher 44 No 73 No 2 of 17 7 of 17 2 of 17 -0.0092 -0.0444 -0.0250 Higher No Higher 58 92 2 of 17 48 38 6 of 17 53 71 2 of 17 Utopian Academy for the Arts 230 State Charter Schools Performance Evaluation, 2018/19 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 2018/19, 2017/18, and 2016/17 Value-Added and SGP Summary Results Utopian Academy for the Art's performance in 2018/19 has declined slightly compared to its performance in 2017/18, but is better than its performance in 2016/17. It still outperforms the state and district in middle school ELA. Grade Level and Subject School Effect 2016/17* Statistically District Different Average from State Average? Statistically Different from District Average? Value-Added (Controls for Student Demographics and Prior Test Scores) School Effect 2017/18 Statistically District Different Average from State Average? Statistically Different from District Average? School Effect 2018/19** Statistically District Different Average from State Average? Statistically Different from District Average? Elementary ELA Math All-Subject Average Middle ELA -0.0712 Lower Math -0.1152 Lower All-Subject Average -0.1052 Lower High 9th Grade Literature American Literature Algebra 1 Coordinate Algebra Geometry Analytic Geometry 0.0752 Lower 0.0132 Lower 0.0451 Lower 0.2326 0.1628 0.1952 Higher Higher Higher -0.0350 -0.0376 -0.0362 Higher Higher Higher 0.1170 -0.0198 0.0518 Higher No No -0.0092 Higher -0.0444 No -0.0250 Higher Utopian Academy for the Arts 231 State Charter Schools Performance Evaluation, 2018/19 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. 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. ** The GaDOE stopped collecting data on student participation in gifted programs in 2018/19, and so the 2018/19 calculations do not control for gifted status. Grade Level and Subject School Mean of Individual SGPs 2016/17 State Percentile (higher is better) District Rank (lower is better) Elementary ELA Math All-Subject Average Middle ELA 42 6 18 of 18 Math 40 9 18 of 18 All-Subject Average 41 5 18 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 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 School Mean of Individual SGPs 2018/19 State Percentile (higher is better) District Rank (lower is better) 58 92 2 of 17 48 38 6 of 17 53 71 2 of 17 Utopian Academy for the Arts 232 State Charter Schools Performance Evaluation, 2018/19 Comparison of School Impact Subject Area: All-Subject Middle Average State Charter: Utopian Academy for the Arts Comparison District: Clayton County 233 Utopian Academy for the Arts State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle ELA State Charter: Utopian Academy for the Arts Comparison District: Clayton County Utopian Academy for the Arts 234 State Charter Schools Performance Evaluation, 2018/19 Subject Area: Middle Mathematics State Charter: Utopian Academy for the Arts Comparison District: Clayton County Utopian Academy for the Arts 235 State Charter Schools Performance Evaluation, 2018/19 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." Journal of Policy Analysis and Management, 34(2): 267-297. Dobbie, W. & Fryer, R. G. (2011). "Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone," American Economic Journal: Applied Economics 3(3): 158-187. Doran, H., Swanlund, A., & Lemke, M. (2012). Office of the State Superintendent of Education School-Level Model to Measure Student Achievement over Time: Technical Report. Available at http://seo.dc.gov/publication/school-level-model-measure-studentachievement-over-time-technical-report. Ehlert, M., C Koedel, E. Parsons & M. Podgursky (2016). "Selecting Growth Measures for Use in School Evaluation Systems: Should Proportionality Matter?" Educational Policy 30(3): 465-500. Georgia Department of Education (2010). Georgia Charter School Activity Each Year Since the First Charter School Law Passed in 1993. Available at http://www.gadoe.org/ExternalAffairs-and-Policy/Charter-Schools/Pages/default.aspx. Georgia Department of Education (2011). Chartering in Georgia 2011-2012: The Charter Schools Division Annual Report for 2011 2012. Available at http://www.gadoe.org/ExternalAffairs-and-Policy/Charter-Schools/Pages/Annual-Reports.aspx. Georgia Department of Education (2012). State Charter Schools Commission Briefing. Powerpoint presentation. Georgia Department of Education (2016a). 2015 and 2016 CCRPI Summary of Changes. Available at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/ Accountability/Documents/Indicators%20and%20Targets/SummaryofChanges.pdf. Georgia Department of Education (2016b). Approved Charter Schools 2014-15. Available at https://www.gadoe.org/External-Affairs-and-Policy/Charter-Schools/Pages/ApprovedCharter-Schools.aspx. Georgia Department of Education (2016c). Georgia Milestones Statewide Scores. Available at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/ Georgia-Milestones-2015-2016-Statewide-Scores.aspx 236 State Charter Schools Performance Evaluation, 2018/19 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? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments." Statistics and Public Policy 1(1): 28-39. Guarino, C. M., Reckase, M. D. & Wooldridge, J. M. (2015). "Can Value-Added Measures of Teacher Performance be Trusted?" Education Finance and Policy 10: 117-156. Guarino, C., Stacy, B., and Wooldridge, J. (2016). "Alignment Study Comparing Two Models of School Effectiveness: the Georgia Department of Education's "Beating the Odds" Model and the State Charter Schools Commission's "Value-Added" Model." Report prepared for the State Charter Schools Commission of Georgia & The Georgia Department of Education's Charter Division. McCaffrey, D. F., Castellano, K. E. &Lockwood, J. R. (2014). "A Technical Evaluation of the Student Growth Component of the Georgia Teacher and Leader Evaluation System." Educational Testing Service. Hoxby, C. M., & Murarka, S. (2009). "Charter Schools in New York City: Who Enrolls and How They Affect Their Students' Achievement." 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. 237 State Charter Schools Performance Evaluation, 2018/19 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) 238 State Charter Schools Performance Evaluation, 2018/19 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. 239 State Charter Schools Performance Evaluation, 2018/19 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. 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 2016/17 and 2017/18 reports, both of which reflect the 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.9 9 There are some minor differences in the model specifications employed in 2016/17-2018/19 due to data availability issues. As noted above, for the 2016/17 school year data on foster care were delayed so the 240 State Charter Schools Performance Evaluation, 2018/19 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. 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. Also noted, in 2018/19 the Georgia Department of Education stopped collecting data on student participation in gifted programs, and so the 2018/19 calculations do not control for gifted status. 241 State Charter Schools Performance Evaluation, 2018/19 B. Value-Added Model Estimates Elementary All-Subjects Value-Added Estimates Lagged Math Score Lagged ELA Score Grade 4 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind (1) All Controls 0.4532*** (0.0014) 0.3737*** (0.0014) -0.0218*** (0.0018) -0.0781*** (0.0024) 0.0276*** (0.0018) 0.0906*** (0.0060) -0.0394*** (0.0023) 0.0051 (0.0037) 0.1202*** (0.0051) -0.0064 (0.0207) -0.0048 (0.0044) -0.0430*** (0.0066) -0.0036 (0.0064) -0.1381** (0.0442) 0.0029 (0.0059) -0.1173*** (0.0273) -0.0560 (0.0398) -0.1375*** (0.0105) -0.1242*** (0.0037) -0.1523 (0.4073) 242 State Charter Schools Performance Evaluation, 2018/19 Autism -0.1415*** Traumatic Brain Injury (0.0084) -0.1680* (0.0756) Significant Dev. Delay -0.0692 Other Health Imp. (0.0445) -0.1405*** (0.0054) Mild Intellectual Dis. -0.1441*** (0.0135) Mod. Intellectual Dis. -0.1983 (0.1288) Sev. Intellectual Dis. -0.3710 Num. Schools Attended (0.4073) -0.0193*** Changed Schools (0.0052) -0.0176*** (0.0026) Diff. from Modal Age -0.0031*** (0.0002) Lagged Num. Disc. Inc. -0.0062*** Lagged Pct. Present (0.0010) 0.0021*** (0.0002) late_entry -0.0049 (0.0143) prior_ayextbad2 -0.0052 (0.0152) long_pct_direct_cert -0.0018*** (0.0001) long_pct_lep 0.0002** (0.0001) long_pct_swd 0.0002 (0.0002) Constant -0.0430 (0.0250) R-Squared 0.8117 N 228941 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 243 State Charter Schools Performance Evaluation, 2018/19 Elementary English Language Arts Value-Added Estimates Lagged ELA Score Grade 4 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind Autism Traumatic Brain Injury (1) All Controls 0.7395*** (0.0014) -0.0222*** (0.0023) -0.1017*** (0.0031) 0.0768*** (0.0023) 0.0848*** (0.0078) -0.0689*** (0.0029) 0.0112* (0.0048) 0.1238*** (0.0066) -0.0006 (0.0269) -0.0058 (0.0057) -0.1195*** (0.0086) 0.0091 (0.0084) -0.2890*** (0.0576) -0.0157* (0.0076) -0.2051*** (0.0356) -0.1296* (0.0515) -0.2176*** (0.0137) -0.2247*** (0.0047) -0.2136 (0.5305) -0.2492*** (0.0110) -0.3798*** (0.1003) 244 State Charter Schools Performance Evaluation, 2018/19 Significant Dev. Delay -0.1334* (0.0579) Other Health Imp. -0.2490*** (0.0071) Mild Intellectual Dis. -0.3376*** (0.0176) Mod. Intellectual Dis. -0.5571*** (0.1678) Sev. Intellectual Dis. -0.5524 (0.5305) Num. Schools Attended -0.0273*** (0.0067) Changed Schools -0.0177*** (0.0034) Diff. from Modal Age -0.0031*** (0.0002) Lagged Num. Disc. Inc. -0.0113*** (0.0013) Lagged Pct. Present 0.0038*** (0.0003) late_entry -0.0175 (0.0186) prior_ayextbad2 0.0106 (0.0198) long_pct_direct_cert -0.0027*** (0.0001) long_pct_lep 0.0001 (0.0001) long_pct_swd -0.0004 (0.0003) Constant -0.1392*** (0.0324) R-Squared 0.7185 N 229025 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 245 State Charter Schools Performance Evaluation, 2018/19 Elementary Math Value-Added Estimates Lagged Math Score Grade 4 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind Autism Traumatic Brain Injury (1) All Controls 0.7714*** (0.0014) -0.0201*** (0.0022) -0.0954*** (0.0030) -0.0378*** (0.0022) 0.0805*** (0.0075) -0.0704*** (0.0029) -0.0199*** (0.0046) 0.1870*** (0.0064) -0.0283 (0.0259) -0.0185*** (0.0056) -0.0831*** (0.0083) 0.0183* (0.0081) -0.1386* (0.0563) 0.0016 (0.0074) -0.1201*** (0.0343) -0.0666 (0.0500) -0.1633*** (0.0132) -0.1538*** (0.0046) -0.1488 (0.5122) -0.1598*** (0.0106) -0.1470 (0.0951) 246 State Charter Schools Performance Evaluation, 2018/19 Significant Dev. Delay -0.0868 (0.0559) Other Health Imp. -0.1701*** (0.0068) Mild Intellectual Dis. -0.1348*** (0.0170) Mod. Intellectual Dis. -0.0580 (0.1620) Sev. Intellectual Dis. -0.3672 (0.5122) Num. Schools Attended -0.0200** (0.0065) Changed Schools -0.0280*** (0.0033) Diff. from Modal Age -0.0037*** (0.0002) Lagged Num. Disc. Inc. -0.0073*** (0.0013) Lagged Pct. Present 0.0046*** (0.0003) late_entry 0.0009 (0.0180) prior_ayextbad2 -0.0324 (0.0192) long_pct_direct_cert -0.0021*** (0.0001) long_pct_lep 0.0003*** (0.0001) long_pct_swd 0.0004 (0.0003) Constant -0.2208*** (0.0315) R-Squared 0.7370 N 228860 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 247 State Charter Schools Performance Evaluation, 2018/19 Middle School All-Subjects Value-Added Estimates Lagged Math Score Lagged ELA Score Grade 7 Grade 8 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind (1) All Controls 0.4160*** (0.0012) 0.4251*** (0.0013) 0.0074** (0.0028) 0.1137*** (0.0028) -0.0476*** (0.0019) 0.0442*** (0.0015) 0.0596*** (0.0050) -0.0439*** (0.0019) -0.0094** (0.0029) 0.0628*** (0.0042) -0.0257 (0.0178) -0.0059 (0.0039) -0.0730*** (0.0054) -0.0166*** (0.0044) -0.0532 (0.0394) -0.0215** (0.0083) -0.1024*** (0.0227) -0.0698* (0.0346) -0.0990*** (0.0086) -0.1114*** (0.0031) -0.3740 (0.4190) 248 State Charter Schools Performance Evaluation, 2018/19 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 -0.0764*** (0.0075) -0.2086*** (0.0618) -0.1354*** (0.0046) -0.1898*** (0.0115) -0.2674** (0.0894) -0.0410*** (0.0044) -0.0158*** (0.0026) -0.0042*** (0.0001) -0.0143*** (0.0006) 0.0030*** (0.0002) -0.0335** (0.0115) -0.0098 (0.0126) -0.0022*** (0.0001) -0.0003** (0.0001) -0.0008*** (0.0002) -0.0024*** (0.0001) -0.0003 (0.0002) -0.0907*** (0.0201) 0.8098 332347 249 State Charter Schools Performance Evaluation, 2018/19 Middle School English Language Arts Value-Added Estimates Lagged ELA Score Grade 7 Grade 8 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind Autism (1) All Controls 0.7570*** (0.0012) 0.0072* (0.0034) 0.0305*** (0.0035) -0.0786*** (0.0024) 0.0659*** (0.0018) 0.0426*** (0.0062) -0.0526*** (0.0023) -0.0060 (0.0035) 0.1255*** (0.0051) -0.0379 (0.0218) 0.0040 (0.0048) -0.1740*** (0.0066) -0.0027 (0.0053) -0.0729 (0.0484) -0.0586*** (0.0102) -0.1933*** (0.0278) -0.1312** (0.0423) -0.1517*** (0.0106) -0.1800*** (0.0038) -0.4745 (0.5139) -0.1564*** (0.0092) 250 State Charter Schools Performance Evaluation, 2018/19 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_lit9_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 -0.3125*** (0.0758) -0.2011*** (0.0056) -0.3140*** (0.0140) -0.4724*** (0.1096) -0.0380*** (0.0054) -0.0171*** (0.0031) -0.0046*** (0.0002) -0.0197*** (0.0007) 0.0040*** (0.0002) -0.0246 (0.0141) -0.0013 (0.0155) -0.0024*** (0.0001) -0.0008*** (0.0001) -0.0018*** (0.0003) -0.0029*** (0.0003) -0.1512*** (0.0246) 0.7379 330829 251 State Charter Schools Performance Evaluation, 2018/19 Middle School Math Value-Added Estimates Lagged Math Score Grade 6 Grade 7 Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. Deaf and Blind Autism (1) All Controls 0.8031*** (0.0012) -0.2369*** (0.0036) -0.2384*** (0.0024) -0.0668*** (0.0025) 0.0184*** (0.0019) 0.0596*** (0.0066) -0.0941*** (0.0025) -0.0336*** (0.0037) 0.1476*** (0.0058) -0.0267 (0.0230) -0.0320*** (0.0050) -0.1513*** (0.0071) 0.0246*** (0.0062) -0.1118* (0.0501) -0.0244* (0.0104) -0.1064*** (0.0285) -0.0296 (0.0443) -0.1445*** (0.0108) -0.1602*** (0.0038) -0.4857 (0.5203) -0.1162*** (0.0094) 252 State Charter Schools Performance Evaluation, 2018/19 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 -0.2222** (0.0767) -0.1917*** (0.0057) -0.2247*** (0.0142) -0.2592* (0.1110) -0.0536*** (0.0055) -0.0304*** (0.0032) -0.0053*** (0.0002) -0.0169*** (0.0007) 0.0055*** (0.0002) -0.0399** (0.0145) -0.0258 (0.0159) -0.0030*** (0.0001) 0.0002 (0.0001) -0.0011*** (0.0003) -0.0016*** (0.0002) 0.0067 (0.0253) 0.7345 310449 253 State Charter Schools Performance Evaluation, 2018/19 High School All-Subjects Value-Added Estimates Grade 8 Math Score Grade 8 ELA Score Grade 8 Reading Score Grade 8 Science Score Grade 8 Soc. Stud. Score Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. (1) All Controls 0.2009*** (0.0088) 0.2441*** (0.0089) 0.1946*** (0.0346) 0.0638*** (0.0089) 0.0686*** (0.0088) -0.0688*** (0.0023) 0.0663*** (0.0019) 0.0615*** (0.0055) -0.0421*** (0.0024) -0.0224*** (0.0033) 0.1583*** (0.0051) -0.0231 (0.0207) -0.0161** (0.0052) 0.0210** (0.0069) -0.0596*** (0.0048) -0.0796 (0.0486) -0.0553** (0.0200) -0.0813** (0.0299) -0.1007* (0.0429) -0.1077*** (0.0110) -0.1153*** (0.0040) 254 State Charter Schools Performance Evaluation, 2018/19 Deaf and Blind 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_lit9_middle sl_ever_eoct_amlc_middle sl_ever_eoct_Math_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 0.2104 (0.4910) -0.0630*** (0.0099) -0.0578 (0.0609) -0.1423*** (0.0060) -0.1955*** (0.0154) -0.2323 (0.1418) -0.0756*** (0.0045) 0.0472*** (0.0018) -0.0051*** (0.0002) -0.0220*** (0.0007) 0.0050*** (0.0002) -0.0033 (0.0111) 0.0127 (0.0099) -0.0026*** (0.0001) 0.0016*** (0.0002) -0.0071*** (0.0003) -0.1453*** (0.0128) 57.4769*** (11.8347) 0.0581*** (0.0085) -0.3247*** (0.0199) 0.7199 299962 255 State Charter Schools Performance Evaluation, 2018/19 High School 9th Grade Literature Value-Added Estimates Grade 8 Math Score Grade 8 ELA Score Grade 8 Reading Score Grade 8 Science Score Grade 8 Soc. Stud. Score Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. (1) All Controls -0.0022 (0.0240) 0.3956*** (0.0241) 0.2678** (0.0954) 0.0353 (0.0240) 0.1023*** (0.0240) -0.0703*** (0.0038) 0.1314*** (0.0032) 0.0355*** (0.0092) -0.0107** (0.0040) 0.0149** (0.0055) 0.0926*** (0.0081) -0.0370 (0.0336) 0.0075 (0.0084) -0.1130*** (0.0110) -0.0368*** (0.0075) -0.0294 (0.0797) -0.1102*** (0.0298) -0.2370*** (0.0511) -0.1932* (0.0759) -0.1655*** (0.0172) 256 State Charter Schools Performance Evaluation, 2018/19 Specific Learning Dis. Deaf and Blind 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_lit9_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 -0.1872*** (0.0065) 0.1885 (0.4974) -0.1491*** (0.0162) -0.2694** (0.0958) -0.2109*** (0.0095) -0.3807*** (0.0250) -0.2602 (0.2872) -0.0644*** (0.0072) -0.0151** (0.0057) -0.0047*** (0.0003) -0.0213*** (0.0011) 0.0025*** (0.0003) -0.0033 (0.0180) -0.0122 (0.0166) -0.0013*** (0.0001) -0.0008** (0.0003) -0.0037*** (0.0005) -0.1707*** (0.0247) -0.0800* (0.0341) 0.7378 112179 257 State Charter Schools Performance Evaluation, 2018/19 High School American Literature Value-Added Estimates Grade 8 Math Score Grade 8 ELA Score Grade 8 Reading Score Grade 8 Science Score Grade 8 Soc. Stud. Score Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. (1) All Controls 0.0020 (0.0124) 0.3758*** (0.0124) 0.2702*** (0.0478) 0.0354** (0.0124) 0.1075*** (0.0124) -0.0690*** (0.0042) 0.0934*** (0.0035) 0.0600*** (0.0102) -0.0742*** (0.0045) -0.0381*** (0.0062) 0.0788*** (0.0090) 0.0166 (0.0390) -0.0073 (0.0097) -0.0567*** (0.0141) -0.0731*** (0.0085) -0.0109 (0.0871) -0.0947* (0.0439) -0.0913 (0.0590) 0.0425 (0.0819) -0.1475*** (0.0219) -0.1382*** (0.0078) 258 State Charter Schools Performance Evaluation, 2018/19 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_amlc_middle Constant R-Squared N Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 -0.0864*** (0.0195) -0.0518 (0.1096) -0.1660*** (0.0122) -0.3253*** (0.0295) -0.3356 (0.2191) -0.0836*** (0.0092) 0.0083 (0.0072) -0.0079*** (0.0003) -0.0347*** (0.0015) 0.0047*** (0.0003) 0.0041 (0.0211) -0.0018 (0.0179) -0.0023*** (0.0002) -0.0012*** (0.0004) -0.0032*** (0.0006) 33.8563 (21.3219) -0.2690*** (0.0350) 0.7038 103082 259 State Charter Schools Performance Evaluation, 2018/19 High School Algebra 1 Value-Added Estimates Grade 8 Math Score Grade 8 ELA Score Grade 8 Reading Score Grade 8 Science Score Grade 8 Soc. Stud. Score Free/Reduced Lunch Female Foreign Born Black Hispanic Asian American Indian Multi-Racial ESOL Enrolled Prim. Lang. Not English Orthopedic Impairment Speech-Language Imp. Deaf Visual Impairment Emotional/Behav. Dis. Specific Learning Dis. (1) All Controls 0.4598*** (0.0290) 0.1305*** (0.0291) -0.1012 (0.1154) 0.1315*** (0.0291) 0.0935** (0.0290) -0.0443*** (0.0044) 0.0802*** (0.0037) 0.0674*** (0.0111) 0.0328*** (0.0045) 0.0158* (0.0063) 0.2225*** (0.0115) 0.0353 (0.0385) 0.0009 (0.0096) 0.0711*** (0.0127) -0.0145 (0.0098) 0.0119 (0.0907) 0.0134 (0.0326) 0.0243 (0.0547) -0.1467 (0.0803) -0.0435* (0.0193) -0.0632*** (0.0070) 260 State Charter Schools Performance Evaluation, 2018/19 Deaf and Blind 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 0.1947 (0.4881) -0.0044 (0.0177) -0.1100 (0.0958) -0.0988*** (0.0102) -0.0599* (0.0277) 0.0389 (0.2441) -0.0387*** (0.0082) 0.0101 (0.0053) -0.0027*** (0.0003) -0.0132*** (0.0012) 0.0044*** (0.0004) 0.0104 (0.0200) -0.0034 (0.0182) -0.0044*** (0.0002) -0.0017*** (0.0005) -0.0086*** (0.0006) 0.0833*** (0.0176) -0.3834*** (0.0392) 0.6711 81665 261 State Charter Schools Performance Evaluation, 2018/19 High School Geometry Value-Added Estimates (1) All Controls Grade 8 Math Score 0.3924*** Grade 8 ELA Score (0.0171) 0.0874*** (0.0172) Grade 8 Reading Score 0.0759 Grade 8 Science Score (0.0673) 0.1254*** (0.0173) Grade 8 Soc. Stud. Score 0.0328 Free/Reduced Lunch (0.0172) -0.0747*** Female (0.0044) -0.0130*** Foreign Born (0.0037) 0.0647*** Black (0.0106) -0.0816*** Hispanic (0.0047) -0.0326*** Asian (0.0064) 0.2560*** (0.0092) American Indian 0.0131 Multi-Racial (0.0402) -0.0508*** ESOL Enrolled (0.0098) 0.0426** Prim. Lang. Not English (0.0143) -0.0512*** (0.0089) Orthopedic Impairment -0.0969 (0.1004) Speech-Language Imp. 0.0004 (0.0399) Deaf 0.0258 (0.0631) Visual Impairment -0.0563 Emotional/Behav. Dis. (0.0839) -0.0750*** Specific Learning Dis. (0.0228) -0.0827*** (0.0080) 262 State Charter Schools Performance Evaluation, 2018/19 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 -0.0421* (0.0195) 0.3986** (0.1473) -0.1153*** (0.0125) -0.0547 (0.0331) -0.2710 (0.3754) -0.1378*** (0.0096) 0.2511*** (0.0045) -0.0050*** (0.0003) -0.0198*** (0.0015) 0.0073*** (0.0004) -0.0870*** (0.0254) 0.0426* (0.0201) -0.0045*** (0.0002) -0.0014** (0.0005) -0.0134*** (0.0007) 0.0346* (0.0160) -0.4101*** (0.0418) 0.7113 92790 263