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Program Evaluations

High Achieving Schools Study

Five schools were identified for a comprehensive study of how they are attaining higher academic achievement than other schools in the state for English Learners. Students with Disabilities, students experiencing poverty, and minority students. The school leadership, personnel, and families participated in surveys, focus groups, and interviews to help identify the factors contributing to the schools' success with the identified groups. The following reports summarize the study purpose and methods, overall findings across schools, and findings within each school (the individual reports are coming soon).

Title I, Part A ~ Schoolwide versus Targeted Assistance Programs

Hierarchical Linear Modeling was used to determine if the growth trajectories of student reading and math performance varied for students that were served in Title I schoolwide schools or targeted assistance schools, compared to students with similar backgrounds who did not receive any Title I services. A follow up study was done to test the relationship between schools’ Per Pupil Allocation and the Median Growth Percentiles of the schools.

Title I, Part A High Growth Schools (HGS)

Quantitative data was used to identify Title I schools that had attained high growth with their lowest performing students (Catch-Up Students on the Colorado Growth Model). A comprehensive school study was conducted of each school to determine areas of strength and strategies that can be shared with other Title I schools. Reports are available on each school on our HGS Study webpage.

Title I, Part A Effective Summer Schools

Title I funds were awarded on a competitive basis to support summer school programs in the summer of 2010. Because this was a pilot study, one of the grant requirements was submission of program implementation data. Data submitted by grantees and the state assessment data were used to conduct a statewide evaluation of the effectiveness of summer school programs in increasing student performance from the year before to the year after the summer school program implementation. The impact of the program varied by grantee: some experience greater success in increasing student performance the year following the grant. English Language Learners, who participated in summer school programs, experienced a greater increase in performance in comparison to their academic and linguistic peers. The more effective math programs implemented, on average, between 19 to 57 hours of math programming. The more effective reading programs had more variability in the average number of hours provided.

While conducting this evaluation, it was noted that many of the more successful grantees had also implemented other federally-funded programs (such as Title I, Part A Supplemental Educational Services or Title II, Part B Math and Science Partnership Programs). Therefore, follow-up analyses were conducted to ascertain the combined effects of multiple programs. Schools that had implemented multiple federally-funded programs had significantly higher increased on the percentage points earned on the State’s Performance Framework than schools that did not implement any of the studied programs. Further investigation of these trends has been planned.   

Title I, Part A School Improvement Grants

The goal of the School Improvement Grant (SIG) was to target low performing Title I schools and provide an intensive two year intervention aimed at improving students’ academic achievement. The OMNI Institute was contracted to conduct an evaluation of the SIGs implemented across several years (2004-2005 through 2007-2008).

Title I, Part A Supplemental Educational Services Provider and Statewide Evaluations

Supplemental Educational Services (SES) is a program wherein district Title I funds are set aside to provide tutoring to students at no expense to the student. The tutoring is offered outside of the school day. CDE is required to evaluate the effectiveness of the SES program implemented in Colorado, including evaluating the effectiveness of each provider. In prior years, CDE has contracted with an outside evaluation firm to conduct the evaluation.



Title I, Part D Annual Analyses of Facility Data

This program provides funding to support the education of youth in state-operated institutions and provides assistance to school districts that work with local facilities that serve adjudicated youth. Colorado receives formula funds based on the number of students in state institutions and local facilities. Facility report cards and statewide reports are generated annually to present the academic and vocational performance of students within the facilities.

Title II, Part A Effective Professional Development

Title II, Part A is intended to increase student academic achievement by improving teacher and principal quality. This includes increasing the number of Highly Qualified teachers in classrooms, improving the skills of principals and assistant principals in schools, and increasing the effectiveness of teachers and principals. A study was conducted to determine how districts were allocating their IIA funds and the changes in IIA district allocations across years (2003-2004 compared to 2008-2009).

Title II, Part B Statewide Evaluation of Program Impact

Title II-B, Mathematics and Science Partnerships (MSP), is intended to increase the academic achievement of students in math and/or science by enhancing the content knowledge and teaching skills of classroom teachers. This grant provides districts and schools with the opportunity to partner with faculty from the science, technology, engineering, and/or mathematics (STEM) departments in institutions of higher education. CDE evaluates the statewide impact of the partnerships in the year subsequent to funding (evaluation reports are one year lagged to due to the data collection periods and reliance on state assessments which are not ready for analyses until the year after implementation).

Title II, Part D Statewide Evaluation (Final Year of Analyses)

The primary goal of this program is to improve student achievement through the use of technology in elementary and secondary schools. CDE evaluated the impact of the program in the final year of funding.

Title III, Part A Analyses of Use of Funds

Title III is designed to improve the education of Limited English Proficient (LEP) students by helping them learn English and meet challenging state academic content and student academic achievement standards.

  • Summary of findings from analyses of High Growth Districts’ Use of Funds ~ coming soon
  • Summary of findings from the qualitative analyses of the program ~ coming soon
  • For more information about the project and findings visit the Title III, Part A Webpage.

For Additional Information Contact:

Nazanin Mohajeri-Nelson, Ph.D.
send an email

Tina Negley, M.A.
send an email

Donna Morganstern, Ph.D.
send an email


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