Wider and Deeper Than Test Scores and Surveys: Authentically Evaluating a Low-Socioeconomic-Status Charter School

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-17 - Charter School Evaluation

Abstract

This study reports on efforts to reach beyond conventional indicators of “school success” to illuminate critical culture and learning activities in an urban charter school serving low-SES, largely Latino population. Data collection centered on the school’s nine self-determined goals, but reached beyond simple “did” or “did not” indicators, and unpacked ways the school staff and climate presented rich learning opportunities and productive partnerships. It strove to illuminate the nature and spirit of the goals, emphasizing: 1) addressing ESL and ELL development; 2) embracing important cultural values (music, arts, cultural diversity and sensitivity); and 3) involving families actively in their children’s educations and the life of the school. These insights are critical given the school’s significant resource challenges and political pressures.

Authors

• Patricia L. Hardre, University of Oklahoma

• Alicia O. Burris, University of Oklahoma