This is a knowledge-building study of a major district initiative.  The questions we’re asking include:

• How often do students use online adaptive programs in the classroom?
• How do teachers and coaches perceive the implementation of blended learning?
• How did teacher survey results and student usage data change from previous years?

This study is a grant requirement. The questions we’re asking include:

• To what extent have the renovations and professional development been implemented as intended?
• To what extent are classroom teachers satisfied with the renovations, professional development, and program supports?
• To what extent has the program improved teacher practice?
• Did students in the treatment classrooms show growth in literacy and attendance rates? If so, to what degree?

This is a knowledge-building study.  The questions we’re asking include:

• What are the coaching needs of the Teacher Leader Academy participants?
• What are the perceptions of the participants on the ongoing PD?
• To what degree do the Teacher Leader Academy participants agree that the PD as increased their knowledge of the six leadership competencies, their confidence in their ability to implement them, and their motivation to do so in their schools?

This is a knowledge-building study.  The question we’re asking is:

• What are the educational and professional backgrounds of new teacher hires in SDP?

This is a knowledge-building study. The questions we’re asking include:

• What are the contexts and conditions in place in elementary schools in SDP that have made large improvements in 3rd grade literacy?
• What do principals and other school leaders identify as the supports, practices, or actions school that have contributed to their improvement?
• In what ways have school and district leaders contributed to school level changes?

This is a knowledge building study.  The question we’re asking is:

• What are teachers perceptions of the site selection process?

This is a knowledge-building study of a major district initiative. The questions we’re asking include:

• What are the characteristics and key components of teacher residency programs operating in SDP?
• Are residents, mentor teacher, and principals satisfied with their experiences?
• What are their perceptions of the effectiveness of their program?

This is a knowledge-building study.  The question we’re asking is:

• Are there differences in the PSSA outcomes of ELs and non-ELs by Dual Langauage program participation?

This is a knowledge-building study. The questions we’re asking are:

• To what extent are K-5 students in SDP meeting their ACCESS growth targets? Are their differences in ACCESS growth by student demographics?
• Is there a relationship between school characteristics and ACCESS growth (number of ESL teachers, size of EL population, school size, DWS ratings, etc)?

This evaluation is required by a grant. The questions we’re asking are:

• To what extent is each component of the QTEL initiative implemented as designed? To what extent are teachers and coaches satisfied with the quality of the QTEL initiative activities (institute, coaching, PD)?
• How does participating in QTEL Institute change pedagogical knowledge and self-reported beliefs about English learners?
• To what extent does participating in the QTEL initiative change teacher practice?
• To what extent do schools that implement the QTEL initiative experience changes in English Proficiency levels as measured by ACCESS scores?

This evaluation is required by a grant. The questions we’re asking are:

• To what extent has the program been implemented as intended?
• To what extent are stakeholders satisfied with the co-teaching model and related PD, coaching, and support?
• To what extent has the program influenced teachers’ instructional strategies and cultural competence?
• To what extent are students participating in TIB schools experiencing academic growth and other desirable school outcomes?

This study is required by a grant.  Questions we’re asking include:

• Did ECYEH approaches in 2018-19 result in an increase in the identification of students experiencing homelessness?
• How many students received the following support: enrollement assistance, uniforms, school supplies, transportation assistance, and tutoring? Is there a decrease in the percent of students identified as truant in the 2018-19 SY compared to the previous year?
• Do families identified by ECYEH feel knowledgeable about their rights and are satisfied with the supports provided?
• To what extent do students identified as homeless improve on PSSA Reading and Math assessments, and are promoted to the next grade (high school students)?

This study is required by a grant.  Questions we’re asking include:

• How many students have access to computer science courses?
• Are more students enrolling and passing computer science courses as a result of the PA SMART grant?

This is a knowledge-building study related to a major district initiative.  Questions we’re asking include:

• Which students participate in the school selection process, which students are offered admission, and which students ultimately enroll in programs with competitive criteria?
• Do these patterns differ by sending school, by receiving school, or by student demographics (race/ethnicity, gender, economic disadvantage, special education status, English learner status)?

This is a knowledge-building study.  Questions we’re asking include:

• What is the trend in the percentage of students receiving zero out of school suspensions?
• How do the trends differ by gender, grade, disability status, and English Language Learner status?
• At the District level, were certain groups of students – based on student characteristics including gender, grade, disability status, English Language Learner (ELL) status, and race/ethnicity – suspended disproportionally to their representation in the overall student body?

This is a knowledge-building study.  Questions we’re asking include:

• What are the demographic characteristics of SDP teachers
• How do teacher demographics compare to the demographics of SDP students?

This is a knowledge-building study summarizing District-wide survey data.  The question we’re asking is:

• What do students with IEPs say about how welcome they feel in school?

This study is a grant requirement. The questions we’re asking include:

• How many parents attended each of the APTT meetings?
• What are parent and teacher perceptions of APTT?
• Do students demonstrate increases on their core assessment performance from Fall to Spring?
• What are essential factors to the sustainability of APTT?

This is a knowledge-building study.  The questions we’re asking include:

• What common challenges do schools face in implementing health and wellness activities?
• To what extent do school responses on the SHI indicate alignment with the District Wellness Policy?
• In which areas do schools need the most support in meeting guidelines?

This is a knowledge-building study.  The questions we’re asking include:

• What barriers exist in expanding school breakfast participation?
• How can Eat Right Philly and other community partners support and assist Food Service to increase breakfast participation rates?

This evaluation is a grant requirement.  The questions we’re asking include:

• What challenges and successes do ERP community partners encounter in their schools?
• What opportunities exist for ERP community partners to align and coordinate programming?
• What are successful and sustainable food access and assistance models in schools?
• How do these programs engage parents and caregivers?

This evaluation is a grant requirement.  The primary question we’re asking is:

• To what extent do PASH priority schools provide: (1) effective sexual health education to students; (2) access to key sexual health services for students; and (3) safe and supportive environments for students?

This is a knowledge-building study.  The questions we’re asking include:

• Which Naviance tasks are being completed students in grades 6-12?
• Are there differences in completion rates for students based on their enrolled school, or on their demographic characteristics?

This is a knowledge-building study of a major district initative.  The questions we’re asking include:

• How are schools implementing ninth grade academies?
• What are the challenges and barriers to implementing a ninth grade academy?
• What supports do Assistant Principals feel they need in order to successfully implement a ninth grade academy?

This is a grant required study.  The questions we’re asking include:

• How many students enrolled at two District schools for adjudicated youth received 5 days of CTE instruction?
• How many received certifications or industry credentials?
• How do students rate classroom instruction and climate?
• What is the recidivism rate for program participants?

This is a knowledge-building study.  The primary question is:

• How well are student grades aligned with their performance on standardized assessments?

This is a knowledge-building study.  The questions we’re asking include:

• How many students begin and complete a credit recovery course?
• How do students perform in courses after completing a credit recovery course?

This is a knowledge-building study.  The question we’re asking is:

• What are the patterns of postsecondary course enrollment, placement in developmental courses, and outcomes of SDP graduates attending CCP and Temple?

This is a knowledge-building study.  The question we’re asking is:

• What are their academic trajectories and Keystone performance of subgroups of ninth grade students through their remaining high school years?

This is a knowledge-building study.  The question we’re asking is:

• What high school characteristics are related to college success for District students?

This study is a grant requirement.  The questions we’re asking include:

• What are the background characteristics of students that do and do not choose to take CTE courses?
• What are the educational outcomes of these two groups?

This is a knowledge-building project.  The questions we’re asking include:

• What are the career and education activities and experiences of students that graduated 1-2 years ago?
• Are their current plans consistent with their plans at the time of graduation?
• What obstacles have they experienced in meeting their goals?

Administering the senior exit survey is a state requirement.  The question we’re asking is:

• What are the post-graduation career and education plans of 12th graders?

This is a knowledge-building study.  The question we’re asking is:

• What are the career and education activities of recent graduates that took CTE courses?

This is a knowledge-building study of a major district initiative.  The questions we’re asking include:

• Were participants satisfied with the quality of the professional development offered at Institute?
• How did teacher knowledge change after participating in the Institute?

This is a knowledge-building study of a major district initiative.  The question we’re asking is:

• What are the outcomes (attendance, suspensions, achievement, and climate) in schools implementing SWPBIS?

This is a knowledge-building study of a major district initiative.  The questions we’re asking include:

• How has the hiring process for STEP teams been implemented?
• What types of services has the STEP team provided at each school?
• How many students have been served by STEP?
• What are some of the challenges and barriers to STEP implementation?
• What types of support does the STEP team feel necessary to successfully implement this model?

This is a knowledge-building study.  The questions we’re asking include:

• How is Youth Court implemented at each school?
• How many students have participated in Youth Court at each school?
• What are the challenges and barriers to implementation of Youth Court?

This is a knowledge-building study that uses District-wide survey data.  The question we’re asking is:

• What is the relationship between school climate ratings and 9th grade On Track Rates?

This is a knowledge-building project. The questions we’re asking include:

• How many and which partners/vendors are currently supporting schools?
• What are areas of need where partners/vendors could provide additional support at schools?

This is a knowledge-building project. The questions we’re asking include:

• How are City Year supports being implemented in schools?
• How many students are served?
• How do outcomes for students receiving City Year supports compare to similar students who do not receive supports?

This is a knowledge-building study of a major district initiative. The questions we’re asking include:

• What supports do schools receive when part of the System of Great Schools (SGS) process?
• To what extent are the goals of the supports reached – for each school and for the system of schools receiving supports?

This is a knowledge-building study of a major district initiative. The questions we’re asking include:

• Are teachers implementing Second Step with fidelity?
• Are teachers adequately trained, prepared, and supported to implement Second Step?
• What benefits and challenges have teachers experienced with Second Step?
• What additional supports do teachers need to implement Second Step successfully?

This is a knowledge building project.  The questions we’re asking include:

• What are the demographic characteristics (i.e. gender, race/ethnicity, English Learners, etc.) of students being served by DHS that attend District schools?
• What are the academic and behavioral outcomes for students served by DHS?

This is a knowledge-building study that summarizes District-wide survey data.  The question we’re asking is:

• What is the relationship between parent/guardian perceptions of parent/guardian-community ties and student academic outcomes?

This is a knowledge-building study.  The question we’re asking is:

• To what degree have students moved between proficiency levels on the math and ELS-PSSA between 2015 and 2018?

This is a knowledge-building study.  The questions we’re asking include:

• What are the characteristics of the School District of Philadelphia teacher workforce?
• What are the annual mobility rates for teachers in SDP, and how do rates vary among different subgroups of teachers or schools?
• What teacher and school characteristics are associated with an increased likelihood of changing schools within the district or leaving the district?

This is a knowledge-building study.  The question we’re asking is:

• What are the trends in school climate indicators over time?

This is a knowledge-building study.  The question we’re asking is:

• What is the relationship between school-level change in school climate indicators and school-level achievement over time?

This is a knowledge-building study.  The question we’re asking is:

• What are the trends in school graduation rates over time?

This is a 3-year contracted evaluation of a major district initiative. The questions being asked are:

• Year 1:  What are the context and supports for the 7 Renaissance Initiative schools that were identified in 2016-2017.  To what extent do the efforts align with literature?
• Year 2:  What is the impact of entering the Renaissance Initiative in 2016-2017 (two Renaissance Charters and five District-run turnaround schools) on school- and student-level outcomes after two years.
• Year 3:  What is the relationship between the costs of the Renaissance Initiative and student and school outcomes?