Additional Data Suggestions [ Home | API Survey Results ]

• I was hesitant to check too many areas for fear of spending too much time collecting data and assessing students. If we implemented these six areas and had all staff "passionate" about improving them we would have wonderful schools. Thank you for asking
  
• pre/post survey of vocational aptitude and placement rates in internships, work experience modules
  
• This is what I mean by multiple measures. Way to go!!
  
• The number of students concurrently enrolled in other programs, i.e.: Occupational centers, work experience, community colleges, etc.
  
• The "5th" year DATA. Back on track suggest only a "few" credits short. There at present time is no
  
• CCEA state-wide policy on credits. Some schools are saddled by credit caps as per their board policies.
  
• Instead of self-concept lets look at Attitude toward school/education.
  
• comparison of credits earned at while at continuation compared to credits earned prior to continuation enrollment
  
• I am not sure that is possible to truly quantify the impact continuation schools have on students. Often times the students' personal lives are so filled with difficulties that school is simply a sane place to come each day. How do we assess that function
  
• T.A.B.E scores, Accelerated Reader and Math scores
  
• This should be 60% of the weighting not 40%.
  
• Parent surveys (attitude/self-concept)
  
• Number of Referrals
  
• Student achievement of ESLRs/ECLRs
  
• Level System Results
  
• Competency Test Results
  
• Add number of successful CHSPE candidates to graduation rate
  
• Drop Out Rates
  
• NOTE: Attitude and self-concept are rather nebulous attributes that are usually not measurable quantitatively.
  
• Another factor may be the number of students who continue the program as opposed to those who leave the program. Therefore, length of time in a program may be another factor to consider.
  
• suspensions/expulsions

Position Alt. Ed. Teacher

• None of these criteria represent academic learning and should not be used.
  
• Use exit testing data.

Position Other Not Listed

• number of students that transition back to school of origin and maintain growth/graduation
  
• Suspensions, e.g. number compared to the comprehensive H.S. over a specified period of time.
  
• Need to establish a common set of Basic Skills assessments that could be used by all Continuation Schools, so their data could be compared. Similar to the LEP issue where one test (SABE) was established for testing purposes. Find out what assessments are