Project LIFT: Year Three Student Outcomes Memo
Author: Norton, Michael
Date: 2016-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: School Turnaround,Program Implementation,Academic Achievement,Student Behavior,Partnerships in Education,Enrollment,Student Mobility,Attendance,Suspension,Dropout Characteristics,Outcomes of Education,Reading Achievement,Mathematics Achievement,Science Achievement,Educational Environment,Comparative Analysis,Educational Change,Elementary School Students,Middle School Students,High School Students,Risk,Graduation Rate,Credits,Standardized Tests,Extended School Year,Achievement Gains

Research for Action (RFA) was commissioned to evaluate changes in student outcomes during the first three years of the Project Leadership and Investment for Transformation (LIFT). This report focuses on two questions: (1) how do LIFT students' behavioral and academic performance compare to those of a matched set of non-LIFT comparison students?; and (2) how do the Continuous Learning Calendars at LIFT schools affect student performance? During the first three years of the initiative, the most significant gains in student outcomes were in the social and behavioral outcomes of graduation rates, attendance rates, credit completion, and a decline in ninth grade early warning indicators such as out of school suspensions. Graduation rates in West Charlotte High School increased from 56.1% the year prior to the LIFT initiative to 76.9% during the third year of the LIFT initiative. In addition, during the three years of the LIFT initiative, there was a notable reversal of downward trends in out of school suspension rates, early warning indicators, and the percent of ninth grade students on track to graduate. Academic outcomes during the first three years of the LIFT initiative are mixed. In terms of the percent of students achieving College and Career Readiness, LIFT students in grades 3-8 improved in Reading End of Grade (EOG) and Science EOG assessments; and high school students improved in Math 1 End of Course (EOC) assessments. However there were no statistically significant gains in English II EOC, Math EOG, and Biology EOC. When students in LIFT schools are compared to similar students in comparison schools, there are no statistically significant differences between LIFT and Comparison schools in the percentage of students achieving College and Career Readiness, with the exception of higher scores in Math 1 EOC and lower scores in Biology EOC. The Continuous Learning Calendar Schools (CLC), historically the lowest performing schools within the LIFT initiative, performed better in reading compared to students in comparable K-8 comparison schools. However, CLC schools have lower academic achievement compared to non-CLC schools within the LIFT initiative and non K-8 comparison schools. LIFT's theory of change aligns to research on school change indicating that improvements in social and behavioral outcomes should be the focus during the initial years of implementation, and lay the groundwork for improvements in student performance in later years. Year 3 research results align with this pattern. LIFT saw improvement in social and behavioral outcomes and mixed results on academic outcomes. Improvement on some student academic outcomes and not on others is to be expected in Year 3 of the initiative. Academic outcomes will be a strong focus of research in years 4 and 5. The following are appended: (1) Growth in Achievement during the 2014-15 School Year Based on the Discovery Education Assessments; (2) Comparison School Selection; (3) Comparison of Proficiency and College and Career Ready Scores during Years 1-3 of the Project LIFT Initiative; (4) Supplemental Figures; and (5) Distribution of Early Warning Indicators over Time. [For &quot;Project LIFT: Year 1 Report,&quot; see ED553140. For &quot;Project LIFT: Year Two Report,&quot; see ED570427.]