ERIC ED529314: Race to the Top. Georgia Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]

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by  ERIC

Georgia Report
Year 1: School Year 2010 – 2011
U.S. Department of Education
Washington, DC 20202
January 10, 2012
Executive Summary
Race to the Top overview Race to the Top program review
The American Recovery and As part of the Department’s commitment to supporting States as they implement ambitious
Reinvestment Act of 2009 (ARRA) reform agendas, the Department established the Implementation and Support Unit
provided $4.35 billion for the
(ISU) in the Office of the Deputy Secretary to administer, among others, the Race to the
Race to the Top Fund, of which
Top program. The goal of the ISU is to provide assistance to States as they implement
approximately $4 billion was used to fund
unprecedented and comprehensive reforms to improve student outcomes. Consistent with
comprehensive statewide reform grants
this goal, the Department has developed a Race to the Top program review process that not
under the Race to the Top program.1 In
2010, the U.S. Department of Education only addresses the Department’s responsibilities for fiscal and programmatic oversight, but is
(Department) awarded Race to the Top designed to identify areas in which Race to the Top grantees need assistance and support to
grants to 11 States and the District of meet their goals. Specifically, the ISU will work with Race to the Top grantees to differentiate
Columbia. The Race to the Top program support based on individual State needs, and help States work with each other and with
is a competitive four-year grant program experts to achieve and sustain educational reforms that improve student outcomes.
designed to encourage and reward
States that are creating the conditions Grantees are accountable for the implementation of their approved Race to the Top plans,
for education innovation and reform; and the information and data gathered throughout the program review help to inform the
achieving significant improvement in
Department’s management and support of the Race to the Top States, as well as provide
student outcomes, including making
appropriate and timely updates to the public on their progress. In the event that adjustments
substantial gains in student achievement;
are required to an approved plan, the grantee must submit a formal amendment request to
closing achievement gaps; improving high
the Department for consideration. States may submit for Department approval amendment
school graduation rates; and ensuring
students are prepared for success in requests to a plan and budget provided that such changes do not significantly affect the
college and careers. scope or objectives of the approved plans. In the event that the Department determines that
a grantee is not meeting its goals, activities, timelines, budget, or annual targets or is not
Since education is a complex system,
fulfilling other applicable requirements, the Department will take appropriate enforcement
sustained and lasting instructional
action(s), consistent with 34 CFR section 80.43 in the Education Department General
improvement in classrooms, schools,
Administrative Regulations (EDGAR).2
local educational agencies (LEAs), and
States will not be achieved through
piecemeal change. Instead, the Race State-specific summary report
to the Top program requires that States
and LEAs take into account their local The Department uses the information gathered during the review process (e.g., through
context to design and implement a monthly calls, on-site reviews, and Annual Performance Reports (APRs)) to draft
comprehensive approach to innovation State-specific Race to the Top reports.3 The State-specific summary report serves as an
and reform that meets the needs of their
assessment of a State’s Year 1 Race to the Top implementation, highlighting successes and
educators, students, and families.
accomplishments, identifying challenges, and providing lessons learned from implementation
The Race to the Top program is built on to date.
the framework of comprehensive reform
in four core education reform areas:
• Adopting rigorous standards
and assessments that prepare
students for success in college and
the workplace;
• Recruiting, developing, retaining,
and rewarding effective teachers
and principals;
• Building data systems that measure
student success and inform teachers
and principals how they can improve 1 The remaining funds were awarded under the Race to the Top Assessment program. More information about
the Race to the Top Assessment program is available at www.ed.gov/programs/racetothetop-assessment.
their practices; and
2 More information about the ISU’s program review process, State APR data, and State Scopes of Work can be found
• Turning around the lowest- at http://www2.ed.gov/programs/racetothetop/index.html.
performing schools. 3 Additional State-specific data on progress against annual performance measures and goals reported in the
Year 1 APRs can be found on the Race to the Top Data Display at www.rtt-apr.us.
Race to the Top 2 Georgia Year 1: School Year 2010 – 2011
Executive Summary
Georgia’s education reform agenda 2. Prepare students for college readiness, transition, and success;
3. Provide great teachers and leaders;
Georgia’s education reform agenda, supported with its $399,952,650
million Race to the Top grant, establishes five objectives:
4. Provide effective support for all schools, including the lowest-
achieving schools; and
1. Set high standards and rigorous assessments for all students––
leading to college and career readiness;
5. Lead the way in science, technology, engineering, and
mathematics (STEM) fields.
Local educational agency participation
As of June 30, 2011, 26 LEAs were participating in Georgia’s Race to the Top plan. The participating LEAs enroll 40 percent of Georgia’s K–12
students and 44 percent of the State’s K–12 students who live in poverty.
LEAs Participating in K-12 Students in LEAs Students in Poverty in LEAs
Georgia’s Race to Participating in Georgia’s Participating in Georgia’s
the Top Plan Race to the Top Plan Race to the Top Plan
26
170
664,214
1,012,853 536,517 425,437
Participating LEAs (#) K-12 students (#) Students in poverty (#)
as of June 30, 2011 in participating LEAs in participating LEAs
Other LEAs K-12 students (#) Students in poverty (#)
in other LEAs in other LEAs
Race to the Top 3 Georgia Year 1: School Year 2010 – 2011
Executive Summary
Georgia Year 1 summary
Accomplishments Challenges
Georgia’s first-year accomplishments include awarding the State’s Although Georgia enjoyed some success in Year 1, the State faced
first five Race to the Top Innovation Fund competitive grants, challenges related to maintaining the original proposed schedule,
securing the Georgia Board of Education’s approval for key contracts transitions in State and LEA leadership, and hiring qualified staff.
across the reform areas, and developing a comprehensive project The timeline proposed in the State’s Phase 2 application had not
management system. been updated from the proposed Phase 1 application. This resulted in
significant timeline delays and required numerous adjustments to the
Race to the Top Innovation Fund. Georgia awarded five competitive
implementation schedule. The State revised its timelines as a part of
grants in summer 2011 under the first round of its Innovation
the Scope of Work approval process.
Fund initiative. The Innovation Fund encourages the formation
of partnerships among LEAs, colleges and universities, nonprofit Georgia also experienced State-level leadership changes, including
organizations, and businesses to identify new ways to increase applied the election of a new Governor and a new State Superintendent
learning opportunities, improve teacher and leader effectiveness, of Education in November 2010. In addition, six of the largest
expand the pipeline of effective teachers, and promote STEM participating LEAs also experienced leadership changes, hiring
charter schools. new superintendents during the course of Year 1. Finally, the State
encountered challenges in staffing its management team and the
Georgia Board of Education’s approval of key contracts. The Georgia
teams across the core education reform areas, hiring the bulk of its
Board of Education approved formal contracts with organizations to
staff between March and May 2011. The final Race to the Top staff
help the State fill teaching positions and offer teacher professional
member was hired in September 2011.
development. Specifically, the State partnered with Teach for America
(TFA) and The New Teacher Project (TNTP) to help increase the
Strategies for moving forward
pipeline of effective teachers for Georgia’s low-achieving schools.
Another important partnership is with the UTeach Institute, a
Georgia intends to complete implementation of the SharePoint
program that collaborates with institutions of higher education
project management system, which will facilitate the sharing of
(IHEs) to offer teaching degree programs in STEM fields and
information across LEAs and the State starting in October 2011.
increase the number of postsecondary students who pursue careers
The SharePoint site complements the State’s communications
in teaching. This strategy will help to increase the State’s supply of
plans for the remaining project years. The communication strategy
effective mathematics and science teachers. The State also partnered
includes an online newsletter for all LEAs and stakeholders, as well
with the Georgia Institute of Technology’s Center for Education
as community- and education-related meetings across the State. The
Integrating Science, Mathematics, and Computing (CEISMC) to
State also plans to support new superintendents in participating
enhance teacher development and student learning opportunities in
LEAs by connecting them with veteran superintendents in other
STEM areas.
participating LEAs.
Comprehensive project management system. During Year 1, Georgia
began to design a comprehensive project management system
through SharePoint, a document management and sharing website.
The purpose of this system is to help ensure high-quality project
management across the Race to the Top core education reform
areas. The system assists with coordinating schedules and due dates,
identifying projects at risk of falling behind schedule, and sharing of
relevant information between the State and participating LEAs.
Race to the Top 4 Georgia Year 1: School Year 2010 – 2011
State Success Factors
Building capacity to support LEAs development models for pre-kindergarten educators and making
plans to scale-up the model found to be most effective. Examples
Georgia indicated that it is on track with the timelines in its approved of Year 1 progress reported in the September 2011 APR include
Scope of Work for the three primary projects in this reform area, providing professional development and a pre-kindergarten course
which include Innovations for Improving Early Learning Outcomes to 50 teachers and providing professional development to 700 pre-
and the Innovation Fund competitive grant program, in addition to kindergarten educators through a two-day workshop and access to an
overall project management. online training module.
Performance management The Innovation Fund
Georgia capitalized on Year 1 of Race to the Top as an opportunity The Innovation Fund is a competitive grant program that encourages
to plan and build a foundation for more ambitious reform efforts in new and innovative partnerships among K-12 schools, colleges and
later years of the grant. At the State level, Georgia integrated the Race universities, nonprofit organizations, and businesses on projects to
to the Top reform efforts within the existing Georgia Department improve student educational achievement. The grant application
of Education (GaDOE) organizational structure. The State created stimulated new approaches to improve learning and engaged the
new positions (e.g., a deputy superintendent-level Project Director, business community in the development of education reforms
Associate Superintendent of Race to the Top Implementation, and moving forward (See STEM section for additional detail). During
Deputy Superintendent for School Turnaround) and a Race to Year 1, Georgia issued a request for proposals from partnerships
the Top management team to lead the initiatives. Georgia began with innovative ideas to improve student achievement, reviewed 73
building its management team in September 2010 and secured submitted applications, and awarded grants to the five partnerships
its Race to the Top lead in October 2010. As mentioned above, that showed the most promise. According to the State, by limiting the
Georgia’s efforts to recruit and hire high-quality management staff awards to five applicants, Georgia believes it was able to establish a
took longer than anticipated, with the final staff member joining high standard for meeting the application criteria. More information
the team in September 2011. Georgia also began development of a regarding the Georgia Innovation Fund grant and winners can be
comprehensive project management system using SharePoint that will found at the Georgia Office of Planning and Budget website.4
be complete in Year 2 (see Executive Summary).
LEA implementation and accountability
The innovations for improving
Georgia partnered with 26 LEAs across the State for its Race to the
early learning outcomes
Top initiative. As required in the application, all participating LEAs
Georgia prioritized providing professional development for pre- signed a Memorandum of Understanding (MOU) outlining their
kindergarten educators across the State, since positive early learning full commitment to Georgia’s Race to the Top plan. As part of these
experiences provide a foundation for school success. The State partnerships, the State offered LEAs flexibility regarding their Scopes
experienced an early set-back due to a decline in State revenues that of Work and the activities carried out to implement these plans.
were specifically targeted to provide resource coordination related Therefore, the LEA plans vary widely. Additionally, participating
to the transition of children from pre-kindergarten to kindergarten LEAs submitted budget documentation for Year 1 that provided
and elementary school to families of children in all pre-kindergarten annual project-level details for Race to the Top initiatives. The
programs that feed into the State’s lowest-achieving schools. Georgia Race to the Top Implementation Director must approve an
Nevertheless, the Georgia Department of Early Care and Learning LEA’s budget before any funds are released for a fiscal year to ensure
is moving forward with the other aspects of this project, with the alignment with the MOU and LEA Scopes of Work.
overall aim of comparing the effectiveness of different professional
4 S ee http://opb.georgia.gov/00/channel_title/0,2094,161890977_174362226,00.html.
Race to the Top 5 Georgia Year 1: School Year 2010 – 2011
State Success Factors
Stakeholder engagement Lessons learned
Key activities and stakeholders
The State reported that outreach and communication has been,
and remains, an ongoing challenge. The State continues to enhance
The Georgia Race to the Top management team engages with a
its communication plan and expand outreach efforts to ensure
variety of stakeholders, including local Parent-Teacher Associations
all stakeholders are informed and supportive of the Race to the
(PTAs), State legislators, the business community, educator
Top work. In addition, in response to the leadership turnover in
associations, and IHEs. As such, the State’s communication efforts
participating LEAs, the State has integrated early outreach to interim
have included outreach to a wide audience, deploying the GaDOE
and new superintendents and school board members into its robust
and Governor’s Office staff to speak at as many venues as possible to
communication plan.
educate the community-at-large about and garner support for the
Race to the Top education reforms. During Year 1, some Race to the
The State found that declines in State revenues had an unanticipated
Top stakeholders, including educators, national assessment experts,
impact on the planned activities of its Race to the Top plan.
business leaders, and LEA leadership, were organized into steering
Specifically, Georgia had to omit parts of its initial plan for the
committees that conduct work around three major components of
Innovations for Improving Early Learning Outcomes project due to
the Great Teachers and Leaders work: Value Added/Student Growth,
declines in State revenue that were intended to support one aspect
Evaluations, and Other Student Learning Measures. The State also
of this project. With what remained, the State adjusted its strategy
established a Data Governance Committee to ensure that data
to influence pre-kindergarten programs more broadly.
governance policies and procedures are implemented and a Data
Management Committee to ensure that the implementation of the Looking ahead to Year 2
P–20 system progresses according to plan. The State continues to
enhance its communication plan to help ensure all stakeholders are The State will award additional Innovation Fund grants by the
informed of the Race to the Top work. end of Year 2. Georgia also plans to continue the professional
development efforts that are part of the Innovations in Improving
Early Learning Outcomes project. During Year 2, the State will
provide training to approximately 800 teachers. To foster ongoing
support and maintain engagement for Race to the Top activities,
representatives of LEAs will continue to participate in steering
committee meetings and assist in the development of the State’s
communication plan.
Race to the Top 6 Georgia Year 1: School Year 2010 – 2011
State Success Factors
Student outcomes data
Student Proficiency, NAEP Reading 2011
d 100
e
c
n
a
v
ad 80
or
nt
e
ci 60
ofi 30% Baseline: 2008—2009
pr 29%
ng 40 Actual: 2010—2011
scori 29.3% 32.4% 26.9% 27.6% Target from Georgia’s
s
nt 20 approved plan: 2010—2011
e
d
u
st
of 0
ent Grade 4 Grade 8
c
er
P
The percentage of Georgia’s grade 4 students who were at or above Proficient in reading in 2011 was not significantly different than in 2009.
The percentage of Georgia’s grade 8 students who were at or above Proficient in reading in 2011 was not significantly different than in 2009.
Student Proficiency, NAEP Mathematics 2011
d 100
e
c
n
a
v
ad 80
or
ent 36% Baseline: 2008—2009
ci 60
ofi 29%
pr Actual: 2010—2011
oring 40 33.8% 37% 26.8% 27.8% Target from Georgia’s
c
s approved plan: 2010—2011
s
nt 20
e
d
u
st
of 0
nt Grade 4 Grade 8
e
c
er
P
The percentage of Georgia’s grade 4 students who were at or above Proficient in mathematics in 2011 was not significantly different than in 2009.
The percentage of Georgia’s grade 8 students who were at or above Proficient in mathematics in 2011 was not significantly different than in 2009.
Race to the Top 7 Georgia Year 1: School Year 2010 – 2011
State Success Factors
Achievement Gap on Georgia’s ELA Assessment SY 2010–2011
60 White/Black Gap
White/Hispanic Gap
50
e
c
n Children without
e
er 40 Disabilities/Children
diff with Disabilities Gap
oint 30 Not Limited English
p 25.8
e Proficient/Limited
ag 20 20.9 English Proficient Gap
nt
ce 9.9 9.4 Not Low Income/
er 10 8.8 8.3
P 7.4 7.3 Low Income Gap
5.2 4.7
5 4.3
0 Female/Male Gap
Baseline: 2009–2010 Actual: 2010–2011
Preliminary SY 2010–2011 data reported as of: October 19, 2011
NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores.
For State-reported context, please refer to the APR Data Display at www.rtt-apr.us.
Overall Proficiency on Georgia’s ELA Assessment SY 2010–2011
91.3%
All Students
92.2%
91.7%
American Indian or Alaska Native
93.1%
95%
Asian
95.6%
87.3%
Black or African American
88.2%
89.5%
HIspanic or Latino
90.8%
p
ou 94.7%
bgr White 95.5%
u
S
93.9%
Two or More Races
94.4%
68.5%
Children with Disabilities
73.4%
81.9%
Limited English Proficient
83.3%
87.5%
Low Income
88.7%
93.9%
Female
94.4%
88.9%
Male
90.1%
0% 20% 40% 60% 80% 100%
Percent proficient
Preliminary SY 2010–2011 data reported as of: October 19, 2011 Baseline: 2009—2010 Actual: 2010—2011
NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores.
For State-reported context, please refer to the APR Data Display at www.rtt-apr.us.
Race to the Top 8 Georgia Year 1: School Year 2010 – 2011
State Success Factors
Achievement Gap on Georgia’s Mathematics Assessment SY 2010–2011
60 White/Black Gap
White/Hispanic Gap
50
Children without
D isabilities/Children
40
with Disabilities Gap
33.1
30 Not Limited English
26 Proficient/Limited
English Proficient Gap
20
17.5
17 14.7 Not Low Income/
10 9.8 149..75 Low Income Gap
8.2 7.1
Female/Male Gap
2.8 2.8
0
Preliminary SY 2010–2011 data reported as of: October 19, 2011
NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores.
For State-reported context, please refer to the APR Data Display at www.rtt-apr.us.
60
Overall Proficiency on Georgia’s Mathematics Assessment SY 2010–2011
50
e
c 80.6%
en All Students 84.6%
er 40
oint diff 30 America3n3 Indian or Alaska NAastiiavne 82.2%86.7% 93.1%
p 26 94.9%
e
ag 20 B1la7c.k5 or African American 70.5%
nt 17 14.7 76.2%
e
c 14.6 79.8%
er 10 9.8 Hispanic or Latino 9.5 83.8%
P bgroup0 82..28 White 72..18 88%90.9%
u
S
BasTewlino eo:r M20or0e 9R–a2ce0s10 Actual: 2010–2011 84.6%
87.4%
51.3%
Children with Disabilities
61.2%
71.3%
Limited English Proficient
75.6%
73.3%
Low Income
78.4%
82%
Female
86%
79.2%
Male
83.2%
0% 20% 40% 60% 80% 100%
Percent proficient
Preliminary SY 2010–2011 data reported as of: October 19, 2011 Baseline: 2009—2010 Actual: 2010—2011
NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores.
For State-reported context, please refer to the APR Data Display at www.rtt-apr.us.
Race to the Top 9 Georgia Year 1: School Year 2010 – 2011
Standards and Assessments
Implementing rigorous college- and career-ready standards and assessments that prepare students
for success in college and career is an integral aspect of education reform in all Race to the Top States.
Adoption of college- and career-ready Dissemination of resources
standards and high-quality assessments and professional development
In July 2010, the Georgia Board of Education adopted the Common Georgia contracted with Georgia Public Broadcast to produce,
Core State Standards (CCSS) in English language arts (ELA) and stream live, record, and archive 35 Professional Learning Sessions
mathematics for grades K–12. The State will begin transitioning to for multiple grades, courses, and subjects. The first session was held
the Common Core Georgia Performance Standards (CCGPS) in in September 2011. During Year 1, Georgia secured staff to design
school year (SY) 2011–2012. professional development on assessment literacy, the use of data to
inform instructional decision making, and the formative assessment
Georgia is a governing member of the Partnership for Assessment of
toolbox. Georgia contracted with nationally recognized experts in
Readiness for College and Careers (PARCC) assessment consortium.
assessment development to inform their work in this area.
The State will implement the PARCC assessments in SY 2014–2015.
In addition, 15 of the State’s Regional Education Services Agencies
(RESAs) have hired ELA specialists to assist in the development and
Supporting the transition to college- and dissemination of resources aligned to the CCGPS. Existing RESA
mathematics specialists will also assist in this effort.
career-ready standards and high-quality
assessments
Lessons learned
Georgia’s plans for transitioning to enhanced standards and high-
quality assessments include strengthening its current assessments At the end of Year 1, Georgia recognized that it needed to
to more closely align to the newly adopted CCSS until it supplement its existing professional development resources for
transitions to the new PARCC assessments. In Year 1, the State teachers to effectively transition to the CCGPS. As such, the State
developed and educators reviewed new items for its grades 3–8 has requested an amendment to reallocate Year 1 savings to develop
statewide assessments and will have new draft items for its high Instructional Units and resources in ELA and mathematics, hire
school assessments reviewed in October 2011. The State plans additional personnel, and provide additional training in each RESA.
to pilot all new items in spring 2012. Georgia provided funding In addition, the State is proposing to provide funding for teams
to approximately 1,000 high school sophomores throughout the of teachers to develop Instructional Activities to supplement the
State to take the Pre-Scholastic Aptitude Test (PSAT) to gauge new Literacy Integration standards for high school courses. The
students’ college and career readiness and identify areas requiring State is confident that this strategy will facilitate teachers’ ability to
additional support. transition to the CCGPS curriculum and will ultimately improve
student learning.
To facilitate the transition to the CCGPS, the State hired staff to
develop and deliver in-person and online professional development. Similar to other core education reform areas, Georgia revised its
The State elicited feedback from all LEAs on the necessary resources timelines for the Standards and Assessment reform area as part of the
for integrating the CCGPS into instruction. The State intends to Scope of Work process. The State reports that it is on target to meet
emphasize the shifts in curriculum and instruction that emerged the timeline changes approved by the Department. Additionally,
between the CCGPS and the State’s previous standards in its Georgia has decided to hire staff with the expertise to conduct work
professional development activities. For example, some mathematics in this area instead of contracting out to complete project tasks.
content that previously appeared in grade 5 now appears in grade 4.
Similar shifts emerged in the reading/language arts standards.
Looking ahead to Year 2
In Year 2, Georgia plans to continue to provide funding for all
high school sophomores to take the PSAT. The State will also
continue implementation of CCGPS, work with other States to
develop common assessments aligned to CCGPS, develop formative
assessments, and train teachers on the use of those assessments.
Race to the Top 10 Georgia Year 1: School Year 2010 – 2011