1. 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

2. 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 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.

3. 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

4. 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 academic year.
School attendance rates by grade level groupings.
The final graduation rates for academic year as reported on the report cards for traditional and community schools.

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

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

7. 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)

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

9. 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

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

11. 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.

12. 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.

13. 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.