The TCTS project will build the capacity of SDP’s Offices of DEI, Research and Evaluation, and Academic Support to monitor the progress of the CLIF initiative as well as improve its design and implementation. The REL’s technical support will begin in June 2022 and continue through July 2023. The project will include the following activities: a review of existing DEI-related data collection instruments, production of a landscape analysis, and collaboratively determining how existing measures could be adopted or adapted to monitor CLIF implementation; co-developing and supporting SDP’s pilot of test measure(s); and co-designing survey items, conducting cognitive interviews, and leading a technical support session to refine survey items.
This TCTS project will include coaching for central office staff involved in leading and supporting the Equity Partners Fellowship. Coaching will begin in August 2022 and continue throughout the 2022/23 school year to help SDP leaders in the DEI office refine the program and strengthen the supports it will offer to future Equity Fellows, particularly around their action research projects. Coaching will also include modeling the data collection process to support ongoing data informed continuous improvement of the program.
The REL and NJDOE are collaborating to develop and facilitate a coaching series for 10 select New Jersey school districts to build their capacity to make data-informed decisions and implement research-based practices that promote increased hiring of teachers of color throughout the state.
This project aims to increase the robustness of the Pennsylvania Department of Education’s (PDE’s) accountability system to measurement error, thereby improving its accuracy. The REL team will apply a Bayesian model to historical subgroup data and compare the reliability of the stabilized Bayesian proficiency rates to the un-stabilized proficiency rates typically used to inform Targeted Support and Improvement (TSI) and Additional Targeted Support and Improvement (ATSI) determinations. If the stabilized subgroup rates prove more reliable than the corresponding un-stabilized subgroup rates, REL staff will then apply the Bayesian approach to 2022 proficiency data, allowing PDE to include those results into the TSI and ATSI determinations in late 2022.
The Accountability Community of Practice is working with NJDOE to ensure that the measures of school ELP used in its ESSA accountability are reliable and valid in the wake of COVID-related assessment disruptions and for the long term. The REL is providing support for the design of diagnostic analyses to assess potential biases in the schoolwide measures of English language proficiency (ELP) due to missing data from testing disruptions in 2020 and 2021, assistance in interpreting the findings from the proposed diagnostic analyses, providing technical specifications to impute missing data and weight existing data on ELP measures to be representative of each school’s full population of English learners, and coaching and dissemination support on how to effectively describe the proposed alternative ELP indicator weights system and the techniques used to handle missing student-level ELP data for a non-technical audience and stakeholders.
The Accountability Community of Practice is working with NJDOE to explore Bayesian methods, and to evaluate whether using Bayesian methods would improve the reliability of the accountability data, especially when applied to smaller subgroups. The project will provide training, code and other coding resources, and an educator-friendly infographic to NJDOE technical program support staff. Short-term outcomes include a better understanding of Bayesian methods and measures, distribution of an infographic on Bayesian stabilization, and improved capacity to implement refinements to the NJDOE accountability system. Medium-term outcomes include an increase in the reliability of school-performance measures used in NJ’s accountability system, and successful communication of the merits of those measures to NJ educators.
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