Prepared for Denver Public Schools, Colorado Education Association, A+ Denver, and Denver Classroom Teachers Association Progress of Innovation Schools in DPS: Year Three of an Evaluation Study January 2014 The Evaluation Center School of Education & Human Development Susan Connors, PhD Erika Moldow, PhD Amelia Challender, MA Bonnie Walters, Executive Director

Evaluators Evaluation Team The Evaluation Center

Stakeholders The Evaluation Center

Evaluation Questions How has Innovation status affected school climate? How has Innovation status affected the composition and stability of the workforce? How has Innovation status affected student academic growth and achievement? The Evaluation Center

Brief Theory of Change Innovation status allows school leaders to use people, time, and money in new ways Schools are characterized by a climate of empowerment, collaboration, and professional learning Schools have the workforce capacity necessary to implement effective instructional programs Students demonstrate academic proficiency and growth The Evaluation Center

Bruce Randolph Montclair Manual Cole Denver Green Valdez Whittier Martin Luther King Jr. Early College Cohort One: Noel Denver Center for International Studies at Ford and Montbello Collegiate Prep Academy High Tech Early College Denver Center for 21st Century Learning at Wyman Godsman Green Valley McGlone Summit Academy Swigert-McAuliffe International School Vista Academy Cohort Two: The Evaluation Center

Teacher Empowerment Survey Results The Evaluation Center

Empowerment Survey Subscales Innovation/ Professional Learning Collaborative Environment ExpectationsDecision MakingCapacity Pride and Fulfillment Self-AccountabilityEmpowermentOwnership The Evaluation Center

Survey Results The Evaluation Center

Subscales with greater sense of empowerment The Evaluation Center

Did Innovation Status Affect Your Decision to Teach At This School? The Evaluation Center

Workforce Data Analyses Results The Evaluation Center

Teacher Experience The Evaluation Center 3.77 years 9.05 years

Principal Experience The Evaluation Center

Teacher Education Levels Masters Degree or Higher The Evaluation Center

Teacher Education Levels Masters Degree or Higher The Evaluation Center

Teacher Turnover The Evaluation Center

Student Achievement Analyses Results The Evaluation Center

TCAP 2013 Math – State comparison High achievement Low growth High achievement High growth Low achievement Low growth Low achievement High growth The Evaluation Center

TCAP 2013 Reading – State comparison The Evaluation Center

TCAP 2013 Writing – State comparison The Evaluation Center

Proficiency – Comparison schools & DPS The Evaluation Center

Summed Growth – Comparison schools & DPS The Evaluation Center

Conclusion and Discussion The Evaluation Center

Summary Teachers at Innovation Schools reported a greater sense of empowerment than those at Comparison Schools. Innovation Schools had more teacher turnover than Comparison Schools. Both Innovation School teachers and principals had less experience and lower levels of educational attainment than at Comparison Schools. Student achievement at Innovation Schools was typically below the state average proficiency but above statewide median growth. Empowerment, workforce capacity, and achievement showed a wide variation from school to school in both Innovation and Comparison Schools. The Evaluation Center

Revisiting the Theory of Change Innovation status allows school leaders to use people, time, and money in new ways Schools are characterized by a climate of empowerment, collaboration, and professional learning Schools have the workforce capacity necessary to implement effective instructional programs Students demonstrate academic proficiency and growth The Evaluation Center

Download the full report from the-evaluation-center.org