Lawrence W. Sherman and Richard Hofmann Miami University Oxford, Ohio Comparative Analyses of School Effectiveness: Ohio Public School Districts vs the Community Schools Lawrence W. Sherman and Richard Hofmann Miami University Oxford, Ohio A presentation to the 2005 Annual meetings Of the MWERA, Columbus, Ohio October 15, 2005

Abstract This study presents a comparative analyses between traditional public school districts and the community schools (community schools and voucher schools). Data include approximately 609 public school districts and their 3500 school buildings, and 150 community schools. Comparisons utilize information from the 2003-2005 local report cards, specifically indicators of school performance such as attendance rates, graduation rates, and proficiency test pass rates. Preliminary results suggest that the community schools are generally performing at a level that is substantially lower than traditional public schools.

Number of school buildings by grade level. School N grade Traditional Community G3 1917 87 G4 1892 91 G6 1267 77 G8 877 55 OGT 717 22 Total N 3412 129

the ODE performance designations The schools were compared with regard to variables with a direct bearing on the standards that contribute to annual yearly progress (AYP): the ODE performance designations Academic Emergency, Academic watch, Continuous improvement, Effective, Excellent). the percent of ODE standards met. average subscale pass rate/achievement score by grade level. Average performance index score for 2004-2005 academic year. School attendance rates by grade level groupings. The final graduation rates for 2003-2004 academic year as reported on the 2004-2005 report cards for traditional and community schools.

Figure 1. Comparison of community schools and traditional schools with regard to school designation

Figure 2. Comparison of community schools and traditional school with regard to percent of standards met.

Figure 3. Box and whisker plots showing comparisons of traditional an community schools across five grade levels of achievement (scores) and proficiency tests (pass rates)

Figure 4. Box and whisker plots showing comparisons of traditional and community school buildings on the 2004-2005 Performance Index.

Table 2. School Attendance by grade level grouping split by school type School Count Grade group Traditional Community Total lower primary 95.9 • 29 Middle primary 95.8 130 Elementary -8 93.8 27 13 40 Upper elementary 95.6 59 Middle school 94.9 92.0 621 11 632 High School/no 12th 15 2 17 High School through 12 94.1 78.5 714 31 745 K-5 95.7 94.0 1131 21 1152 K-6 93.0 564 579 K-8 95.3 94.3 118 30 148

Figure 5. Box and whisker plots showing comparisons of traditional (n=714 buildings) and community (n=31 buildings) school buildings on 2003-2004 final graduation rate.

General Conclusion 1: With regard to indicators of school building effectiveness we find that the community schools are substantially lower than traditional schools on every major comparison. Actually the traditional schools are, for the most part in the ODE defined acceptable range or grouping, while the community schools are, for the most part, in the ODE defined unacceptable range or grouping.

General Conclusion 2: Our second conclusion, based on the inversion caveat, is that there are some community schools that are comparable to the best traditional schools and there are some traditional schools that are comparable to the worst community schools.

General Conclusion 3: While there are scholars and politicians that believe that community schools may replace traditional schools, on the basis of our comparisons we have concluded that community schools as they are now constituted will not be a challenge to traditional schools.