benchmarking michigan s education performance and funding data masa winter 2009
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Benchmarking Michigan’s Education Performance and Funding Data MASA Winter 2009. Thomas White, [email protected] 517.515.1604. Comparing Michigan’s Disadvantaged Pupil Characteristics in General. Comparing Michigan to the Nation on NAEP, Grades 4 & 8 for 2007 .

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students at risk the philadelphia story source epc@msu
Students at RiskThe Philadelphia StorySource: [email protected]
  • 80% of all dropouts can be determined at risk as 8th and 9th graders based on two indicators; there was a 75% probability of failure to graduate if:
    • Absent more than 20% of time in 8th grade
    • Failed either English or Math in 8th grade
students at risk the philadelphia story
Students at RiskThe Philadelphia Story

A second group of dropouts not at-risk as 8th graders became at risk (75% probability) in 9th grade with just one of the following indicators

  • Absent 30% or more of the time
  • Earned less than 2 credits (5 needed to advance)
  • Not promoted to 10th grade on time
graduation rates for metro detroit michigan and us for 2005 06 source sharif shakrani phd msu
Graduation Rates for Metro Detroit, Michigan and US for 2005-06Source: Sharif Shakrani, PhD, MSU
% Students Who Met or Exceeded Proficient ELA and Math on MME, 2008, Grade 11Source: Sharif Shakrani, PhD, MSU
Percentage of Students Who Met or Exceeded Proficient Reading Levels DPS Compared with PSA’s 4th Grade MEAP, 2006-07
High Poverty/High Performing Elementary Schools in Michigan75% + Minority/75% + Low Income/ Reading Scores > 90 % ile Source: The Education Trust
High Performance in High Poverty Schools 90/90/90 and BeyondSource: Douglas Reeves, PhD, Center for Assessment and Harvard

90/90/90 Means, 90% for:

  • Free and Reduced Lunch
  • Minority Population
  • 90th Percentile Performance or Higher

Study covered 1995-1998; 130,000 students in 228 buildings

characteristics of 90 90 90 schools
Characteristics of 90/90/90 Schools

Five Characteristics Common:

  • Focus on Academic Achievement
  • Clear Curriculum Choices
  • Frequent Assessments and Opportunities for Improvement
  • Emphasis on Non-Fiction Writing
  • Collaborative Scoring of Student Work
90 90 90 focus on achievement
90/90/90 Focus on Achievement
  • Laser Focus on Achievement
  • Openly Displayed Achievement/Improvement Data in the School
  • Obvious to All Observers
90 90 90 curriculum choices
90/90/90 Curriculum Choices
  • Teachers did not necessarily “cover” the curriculum
  • Chose to emphasize reading, writing and mathematics
  • Still outperformed peer schools in science
90 90 90 frequent assessment
90/90/90 Frequent Assessment
  • Many students were low performing coming into the school
  • No penalty for low performance; low performance followed by multiple opportunities to improve
  • Most schools conducted weekly assessments
  • Assessment scoring guides used for active coaching
90 90 90 written assessments
90/90/90 Written Assessments
  • “By far the most common characteristic…was their emphasis on requiring written responses in performance assessments.”
  • Emphasis on “informative writing”
90 90 90 collaborative scoring
90/90/90 Collaborative Scoring
  • A “striking” characteristic was frequent external scoring of assessments
  • Schools developed common assessment practices that included exchanging papers between teachers/principal/other schools
90 90 90 results without proprietary programs
90/90/90 Results Without Proprietary Programs
  • None of the schools used a proprietary program
  • However, teachers and administrators used “strikingly similar” techniques without externally imposed methods
  • Consistent practices in instruction and assessment with support of teachers
  • Practices are “…mundane, inexpensive, and most importantly, replicable.”
90 90 90 other key factors
90/90/90 Other Key Factors
  • Time devoted to collaboration of teachers
  • Collaboration was focused on examination of student work and identifying proficiency
  • No extra budget or time was devoted to collaboration; it was part of routine
  • More frequent feedback to students
90 90 90 other key factos
90/90/90 Other Key Factos
  • Schools made “remarkable” changes to schedules
    • Routinely devoted 3 hours a day to literacy at elementary level
    • At secondary, routinely provided double periods of English and math
    • Teachers engaged in action research and mid-course corrections
90 90 90 other key factors22
90/90/90 Other Key Factors
  • Principals did not “fire” teachers but made reassignments based on skill set
  • Intensive focus on student data from multiple sources and specifically focused cohort data
  • Respect for all adults, included bus drivers, food service workers in professional development
  • Interdisciplinary cooperation of teachers
michigan school finance tidbits source senate fiscal agency
Michigan School Finance TidbitsSource: Senate Fiscal Agency
  • From FY 03 to FY 09 State Spending for K-12 Education has:
    • risen from $11.335 billion to $11.816 billion
      • At least $300 million of that was “transferred” and had previously been part of another budget or resulted from reimbursement for local sources cut by the legislature, other costs were shifted to education
      • An increase of 4.3%, Detroit CPI increased 15.2%
        • Compares with to 8.7% for overall state budget
michigan school finance tidbits source senate fiscal agency27
Michigan School Finance TidbitsSource: Senate Fiscal Agency
  • Between 2002-03 and 2008-09 the Minimum Foundation Allowance went form $6,700 to $7,316
    • An increase of $616 per pupil
    • Increase of 9.1% (Detroit CPI = 15.2%)
    • Pupil count fell from 1,750,631 to approximately 1,650,000; a decrease of 100,631 or 5.7%
michigan tax comparisons for 2007 source taxadmin org
Michigan Tax Comparisons for 2007Source:
  • Michigan’s total State Tax Revenue was $2,368 per capita
  • US Average was $2,487 per capita
      • Michigan ranked 29 (1 being worst)
      • Ohio ranked 38
      • Illinois ranked 30
      • Indiana ranked 35
State Only/State and Local Collections by Source 2007 Michigan Compared to USPercentage of Source to Total CollectionsSource:
according to the tax foundation
According to the Tax Foundation
  • Michigan Ranked 27th (1 being worst) for Total State and Local Tax Burden
  • Michigan Ranked 31st for “Tax Freedom Day” at April 16
    • Tax Freedom Day = Based on personal income, how long it takes for average person to pay taxes
    • US Tax Freedom Day was April 23
Michigan Tax ComparisonBusiness Tax Index for 08 and 09Breakdown by Type for 2009(1 = “best” 50 = worst)Source: Tax Foundation
benchmarking in general
Benchmarking in General
  • Useful information that helps shape thinking
  • Be cautious with its use
  • Be clear about limitations of data
  • Not all decisions are/should be based on quantitative data
  • BUT it is a good place to start and good way to keep track of important things
benchmarking in general33
Benchmarking in General
  • What is for internal use only?
  • What do you use with public and boards?
  • Do you need to seek agreement on benchmarks first with the affected groups?
  • Making sure you measure what is important and useful
  • Transparency WHY NOT? It’s already out there on Facebook
benchmarking some interesting stuff
Benchmarking Some Interesting Stuff
  • MSBO Benchmarks Facilities and Transportation Expense and Utilization Data
    • Maint. Expenditures have declined by 3.6% per sq foot over 7 years; salaries by 7.5%
    • Utilities costs have risen by 36% per sq foot from 2000 to 2006; $1 per square foot to $1.36
    • Average busing cost of $835 per pupil
      • Varies by district size and geography from $580 to $966
fun facts from us census bureau
Fun Facts from US Census Bureau
  • 55.8 million students enrolled in US K-12 system for 2008
  • 11% students in private schools
  • 1.1 million children home schooled in 2003
  • 42% of students age 12-17 participated in some sport
  • 70% of students enrolled in kindergarten attended full day/week