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Network Accountability Overview. Division of Academics, Performance, and Support March 11, 2013. Qualitative Evaluation.

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Network Accountability Overview

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Network Accountability Overview

Division of Academics, Performance, and Support

March 11, 2013


Qualitative Evaluation

  • Each network received a Qualitative Evaluation from the cluster for 2011-2012 network performance resulting in an overall score. The Qualitative Evaluation was based on the network’s performance in:

  • The overall score was translated to a network rating on the following continuum:


2011-2012 Progress Report

  • The average 2011-12 Progress Report percentile of all schools in the network was calculated.

    • For school types without published percentiles, percentiles were calculated for this purpose.

    • For schools with more than one Progress Report, the average of the two percentiles was used.

      Progress Report percentile results were grouped into quartiles for reference.


Most Recent Quality Review

  • The most recent Quality Review scores of all schools in the network were averaged.

  • For 2010-11 and 2011-12 Quality Reviews, numeric scores were published.

  • For Quality Reviews prior to 2010-11, the Quality Review ratings were converted to scores based on the below table:

    • WD/O75

    • P65

    • UPF45

    • U25

  • The most recent Quality Review average score was grouped into quartiles.


Principal Satisfaction

  • The average response of principals in the network to the question: “How satisfied are you with the overall quality of support provided by your network?” was used to determine this component.

    • Responses were weighted as follows:

      • “Very Satisfied”100%

      • “Satisfied” 66%

      • “Dissatisfied” 33%

      • “Very Dissatisfied” 0%

        The Principal Satisfaction outcome was grouped into quartiles.


Additional Credit

  • Additional credit is intended to reward networks performing well with the highest need student populations. A network peer index was calculated to compare student need across networks.

  • The peer indices from the Progress Reports (of every school) were translated to a percentile within school type.

  • Low-value percentiles corresponded to high-need student populations.

  • Multiple values at the same school (e.g., for secondary schools) were averaged.


Additional Credit (cont.)

  • Networks in the top quartile of the peer index (highest need) were eligible to receive extra credit.

    • Those in the top third for the qualitative evaluation received 10 additional points

    • Those in the middle third for the qualitative evaluation received 5 additional points


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