Understanding the Student Learning Experience (SLE) Report Federal Grant Programs Conference June 6, 2019

What does the SLE Report calculate? The SLE Report compares the rates at which groups of students have been assigned to different types of teachers by calculating a risk ratio. A risk ratio shows the difference in the rate at which a historically disadvantaged group has been assigned to a teacher with the given characteristic (experienced, highly rated, in-field), compared to students not in that group. Students of Color Economically Disadvantaged Students Students with Disabilities English Learners

Why does equitable access to educators matter? Highly Rated: Students assigned a teacher earning an exemplary evaluation accrue about 18 to 24 additional weeks of learning relative to those assigned a teacher earning an unsatisfactory evaluation. Experienced: Typical third-year teacher produces 4 additional weeks of learning per year as compared to the typical novice teacher. In-Field: Research shows that a teacher’s subject matter knowledge is related to student achievement.

What is an equity gap? A Risk ratio of 1.50 means that the historically disadvantaged group has shown to be 1.5 times, or 50%, more likely to be assigned to a certain type of teacher. DESE deems risk ratios of 1.5 or higher as equity gaps.

Example of an Equity Gap 1) What does 18% mean? 2) What does 27% mean? 3) What does 1.52 mean?

Example of an Equity Gap Does the equity gap of 1.52 mean that this district has a shortage of experienced teachers? Why or why not? Does the equity gap of 1.52 mean that that 52% of ELs are taught by inexperienced teachers? Why or why not?

Frequently Asked Questions Which students are included in this data? Students enrolled in your district in the selected school year (the most recent update is October 2018-19) What does 3 Years of history mean? This means the report incorporates students’ learning experiences for the last three years. If school year 2018-19 is selected with three years of history, the students’ experiences from 2016-17, 17- 18, and 18-19 will be included.

Frequently Asked Questions Where does this data come from? Effectiveness – June 2017-18 – Educator Evaluation Data collected through EPIMS Experience – October 2018-19 – EPIMS Qualifications – October 2018-19 – course name from Student Course Schedule (SCS) data collection and EPIMS; licensure information from October 2018-19 ELAR data; DESE’s License Mapping Tool is used in combination with SCS and ELAR data to determine whether a learning experience is in-field or out-of-field. Student Demographic Information – October 2018-19 – SIMS data collection

Frequently Asked Questions How are gaps for out-of-field determined? A learning experience is considered to be with an out-of-field teacher if the teacher does not hold the license for the course they are teaching. For example, a licensed physics teacher who teaches chemistry would be considered out-of-field for the chemistry class. See the “Out of Field Teacher Assignments (SE 821)” Report in Edwin Analytics for a breakdown of out-of-field teaching assignments

Next Steps after Understanding and Analyzing the SLE Report 1) What additional data should you analyze to help determine the extent or impact of equity gaps? 2) What are potential causes of equity gaps? 3) What are potential strategies you can use to close equity gaps? DESE Resources: http://www.doe.mass.edu/educators/equitableaccess

How does this appear in the FY20 federal grants application? The application will indicate whether the district has any equity gaps based the most recent update (June 2019) Question: What steps is the district taking to address any identified gaps? If the district is choosing to prioritize particular equity gaps, please explain why.

Questions about the SLE Report? Email federalgrantprograms@doe.mass.edu