The District announces launch of High School Student Forums. Learn more here.
An analysis of the District’s 2010-11 first-time 9th-grade cohort, including a comparison of high school progression and four-year graduation outcomes for CTE and non-CTE students. The findings from this mid-year report suggest that investments in CTE programs in Philadelphia are on track to contribute to higher graduation rates and improved academic performance.
A summary of responses from ORE’s 2013 Coaching Survey, designed to collect feedback about the role of teacher coaches . The survey was administered to support the Office of Educator Effectiveness (OEE) in their efforts to to improve teacher practice.
The School District of Philadelphia (SDP) contracted with Knowledge Delivery Systems (KDS) to deliver intensive blended-model professional development (PD) for teachers and leaders in approximately 100 struggling schools from July 1, 2012, through June 30, 2013. The KDS blended-model professional development included high-impact, rigorous online courses supplemented by onsite coaching. This evaluation report focuses on the courses completed through April 2013, with a primary focus on the teacher courses.
Results from a survey administered to SDP teachers about their perceptions of Pennsylvania’s new educator effectiveness system.
The United States Department of Education’s Teaching American History (TAH) grant was created to raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history. TAH grants are intended to encourage collaboration among K–12 teachers, post-secondary faculty, and public historians. This evaluation focuses on 17 Saturday professional development sessions hosted in 2012-13.
The United States Department of Education’s Teaching American History (TAH) Grant was created to raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history. TAH grants are intended to encourage collaboration among K–12 teachers, post-secondary faculty, and public historians. This evaluation reflects the first year of implementation of the TAH program.