On Thursday, February 27, the Board will hold an Action Meeting at 4:00 PM. Find materials here.
Announcing the Fiscal Year 2026 Budget Priorities Survey! Learn more and participate HERE
This research brief explores changes in student mobility before and after school turnaround efforts in the District’s Promise Academies and Renaissance Charter Schools. Specifically, it looks at within-year student retention and mobility rates one year prior to turnaround and one year into turnaround for Promise Academies and Renaissance Charter Schools.
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.
This report presents the multi-initiative evaluation findings of ERN programming conducted in 2013 and provides recommendations to inform and strengthen future program delivery.
An RTTT evaluation consisting of two major components: an implementation study (formative) and an impact evaluation (summative). Data sources include program documents, observations, focus groups, and feedback surveys. This evaluation report focuses on implementation during Year 1.
As part of the Y.S. Stipulation, the District conducts an annual internal evaluation to assess its progress in providing high-quality instruction and support to EL students and their families; every three years, an external evaluation is conducted to explore additional areas of improvement in the District and to provide technical assistance where needed. This report serves as the internal evaluation for the 2013-14 academic year.
This report focuses on the School District of Philadelphia’s Renaissance Initiative, the District’s school turnaround model. The Office of Research and Evaluation (ORE) analyzed changes in school-level outcomes in the first three years of the District’s Renaissance Initiative, from 2010-11 through 2012-13, by Renaissance Initiative type, school, and provider. Utilizing outcomes, including changes in enrollment, retention, school climate, and reading and math proficiency, ORE measured changes evident after the first turnaround year and subsequent years. In addition, changes at Promise Academies were compared to those at charter schools and across charter providers over the same years.
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.
For the 2011-12 school year, this report evaluates the effects of ERN core curriculum on achieving PA TRACKS goals and associated objectives, and the potential effect of nutrition education on students’ snack choices in grades 3-5. This evaluation focuses on several key aspects of the program, including the 4th grade Vegetable Core; the 8th grade Choice, Control, and Change (C3) curriculum; and the sustained impact of nutrition education on students.
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.