ERIC Number: ED499197
Record Type: Non-Journal
Publication Date: 2007-Sep
Reference Count: 23
Evaluation Study of California's High Priority Schools Grant Program: Final Report
Harr, Jenifer J.; Parrish, Tom; Socias, Miguel; Gubbins, Paul
American Institutes for Research
Passed in 1999, the Public Schools Accountability Act (PSAA) established a results-based accountability system in California with specific performance targets for schools. The PSAA created a system of rewards and sanctions for meeting or not meeting those targets, and established assistance programs for low-performing schools. In 2001, the High Priority Schools Grant Program (HPSGP) was established as part of PSAA to provide additional funds to the lowest-performing schools in the state, taking the place of the prior Immediate Intervention/Underperforming Schools Program (II/USP). In 2005, the California Department of Education (CDE) contracted with the American Institutes for Research (AIR) to examine the implementation, impact, costs, and benefits of the HPSGP. The CDE identified four primary evaluation questions for the study: (1) How effectively did participating schools and districts implement the HPSGP?; (2) What has been the overall impact of participation in the HPSGP on school and district personnel, parents, and the community, and on school and district organization, policies, and practices? (3) What has been the impact from a school's participation in HPSGP on student performance? and (4) What unintended consequences have resulted from the implementation of the HPSGP? To address the study's research questions, AIR: (1) Analyzed extant data, including student- and school-level achievement data for HPSGP and non-HPSGP schools within California, HPSGP Annual Reports and expenditure reports for all HPSGP schools, and the California Basic Educational Data System (CBEDS); (2) Conducted case study visits to 16 HPSGP schools in nine districts; (3) Analyzed data from surveys in 106 HPSGP schools; and (4) Analyzed data from phone surveys in 49 districts. It was found that, on average, HPSGP schools showed gains in student performance during the period of program implementation. However, the effect of participating in the program on student performance was negligible. Detailed findings and recommendations are discussed. (Contains 87 exhibits and 104 footnotes.) [This report was submitted to the Evaluation, Research and Analysis Unit, Policy and Evaluation Division, California Department of Education.]
Descriptors: Sanctions, Academic Achievement, Program Implementation, Program Effectiveness, Exhibits, Rewards, Case Studies, Accountability, Grants, State Legislation, Public Schools, State Standards, Low Achievement, Technical Assistance, Intervention, Achievement Gains, School Districts
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: email@example.com; Web site: http://www.air.org
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: California State Dept. of Education, Sacramento.
Authoring Institution: American Institutes for Research, Washington, DC.
Identifiers - Location: California
IES Cited: ED565613