To:!Hunter!Schimpff!and!Audrey!Lane,!SC!Public!Charter!School!District!

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1 To:HunterSchimpffandAudreyLane,SCPublicCharterSchoolDistrict From:VeronicaBrooksEUyandAlexandriaCrampton,PublicImpact Re:SouthCarolinaPublicCharterSchoolBoardEquityAnalysis Date:April20,2017 TheSouthCarolinaPublicCharterSchoolBoard(the District )contractedwithpublicimpacttoconduct ananalysisofhowdistricteauthorizedcharterschoolsareperformingonavarietyofmeasuresrelatedto educational equity and to provide recommendations on District authorizing practices and policies to supportimprovement. Wedefineeducationalequityasallstudentsreceivingthesamecaliberofeducationandhavingaccessto excellenteducationprogramsandschools,regardlessoftheirrace,ethnicity,economicstatus,special educationstatusorotherfactors. Specifically,therearemultipleequityquestionsPublicImpactsoughttoanswerthroughthisanalysis, including: HowareDistrictschoolsperformingonmeasuresofstudentaccessandequity? WhatarethecurrentgapsintheDistrict ssystemsandprocessesthatmaypreventallstudents fromreceivingthesamecaliberofeducation? AndhowcantheDistrictimproveitssystemsandprocessestoachievegreaterstudentaccessand equity? Toanswerthesequestions,PublicImpactconductedasetofkeyactivities,including: Collectingauthorizerdocumentsrelatedtocultureandcapacity,thecharterapplicationprocess, theperformancemanagementprocess,andaccountability. ConductingaschoolleadersurveywithfollowEupinterviewstolearnmoreaboutstakeholder thoughtsaboutthedistrict sapproachtoequity. Collectingandanalyzingdisaggregatedschoolperformanceandenrollmentdata. Inthismemo,weexplorethequestionslistedaboveandincludeourfindingsandrecommendations. AdditionaldetailedanalysisresultscanbefoundinAppendixII. 1 P age

2 Summary'of'Recommendations' AstheNationalAssociationofCharterSchoolAuthorizers(NACSA)says, Greatcharterschoolsdon tjust happen. 1 Authorizersmustensuretheautonomyofschoolsintheirportfolio,whilealsoprotectingthe rights of students and the public. Having researched and worked with charter authorizers across the country,nacsahasidentifiedtwelve essentialpractices 2 thatarevitaltoauthorizerexcellence.eachof the essential practices can and should be implemented using a lens of equity. Thus, Public Impact recommendsthedistrictincorporatethefollowingrecommendationsintotheirauthorizerpracticesand ensuretheyaremeetingnacsa sessentialstandardsandprinciples. RevisetheDistrictmissionstatementtoreflectcommitmenttoequity. Collectandmonitordataonequitymetricsmorefrequently. IncreaseDistrictmonitoringactivitiesofschools studentrecruitmentandenrollmentpractices andinstituteappropriateconsequencesforschoolsthatfailtomeetpolicyandlawrequirements. Incentivizestudentaccessbyrequiringschoolstocreatetransportationplans. FacilitateschoolEtoEschoolcollaborationandlearningbyhostingregionalandschoolmodelcohort meetings. Makeiteasierforfamiliesandthepublictounderstandhowschoolsareperformingacrossequity metrics. How'Are'District'Schools'Performing'on'Measures'of'Student'Access'and' Equity?' Schoolchoiceisnotreallyachoiceiffamiliesdon thaveviableoptions.itisessentialforallstudents, regardlessofbackground,tohaveaccesstoexcellentschools.therefore,enrollmentbarriersshouldbe eliminatedtotheextentpossible.admissionandrecruitmentprocessesshouldnotbeusedasatoolto weedoutstudents,andschoolsshouldensurethatafairlotteryisinplaceincaseapplicationsexceed thenumberofavailableseats. Oncestudentsareenrolled,thereshouldbeprocessesinplacetoensurethatstudentsarenotbeing counseledoutorforcedoutthroughunnecessarysuspensionsandexpulsions.inexchangefor autonomy,charterschoolsshouldbeheldaccountableforclosingacademicgaps.itisimportantto understandhowcharterschoolsareperformingonavarietyofacademicoutcomemeasures,specifically withtraditionallyunderservedsubgroups P age

3 Access'Metrics' Measuringaccessrequiresassessingmetricsthatdemonstratewhetherstudentshaveentrytoschools, academicprogramming,andservicesregardlessofrace,gender,cognitiveorphysicalability,etc. ComparingdemographicdatawithintheDistrictportfolio,aswellastolocalandstatedemographics, canhelpinformthedistrictofanydisparitiesthatmayrequirefurtherconsideration. Overall'Takeaways' E BlackandLatinostudentsareunderrepresentedinDistrictschools. E Mobilityratesdiffergreatlybyschool.Virtualschoolsseemtohavethehighestmobility rates. Chart1.EnrollmentDemographicsofSouthCarolinaPublicCharterSchoolDistrictandSouthCarolina Chart1showstheracialdemographicsofstudentsintheSouthCarolinaPublicCharterSchoolDistrict comparedtoallpubliceschoolstudentsinsouthcarolina.thecharthighlightsthatwhitestudentsare overrepresentedinthedistrictwhencomparedtothestateby16percentagepoints,whileblack studentsandhispanicorlatinostudentsareunderrepresentedby14and4percentagepoints, respectively.thesediscrepanciessuggestthatblackandhispanicorlatinostudentsmaybefacing accessbarriers,whichthedistrictshouldworktoaddress. TheDistrictwasmissingdemographicinformationforalmost2percentpercentofstudents amuch largerpercentagethanthetypicalmissingdatapercentageforthestate(0.1%).thismaybean indicationofaneedinthedistrictformorerobustdatacollectionandtrackingprocedures,astherates ofmissingdemographicdatavariedconsiderablyacrosstheportfolio,fromzeropercentinmanyschools to83.9percentmissingdataatthefeltonlaboratorycharterschool.followeupwithsuchoutliersis recommended. PublicImpact:SCEquityAnalysis 3 P age

4 Chart2.SouthCarolinaPublicCharterSchoolDistrictEnrollmentTrends StartedmidCyearandleft midcyear,2% Startedbeginningof yearandleftmidc year,13% StartedmidCyearandfinishedyear,9% Stayedwholeyear, 76% MoststudentsintheDistrict(76percent)remainenrolledattheircharterschoolfortheentireyear. However,studentmobilityratesdiffersubstantiallyacrossschools.Thoughmanyschoolsinthe portfoliohadover90percentoftheirstudentpopulationenrolledthroughouttheschoolyear,others hadhighstudentmobilityofupto61percent.thisissueseemedtobeparticularlypertinentforvirtual schools.forinstance,southcarolinawhitmoreschool,avirtualcharter,hadonly39percentof studentsenrolledthewholeyear,comparedwith98percentofstudentsatyouthleadershipacademy, abrickeandemortarschool.theschoolswithhighstudentmobilityratesfaceadditionalchallengesand mayneedextrasupportandtrainingfromthedistricttomeettheneedsoftheirhighlyemobilestudents. Inensuringequalaccess,itisalsoimportanttoobservewhethertherateofmidEyearattritionishighfor certainsubgroups,evenifoverallmobilityislow.inthesecases,followeupisrecommendedtoensure thatthecharterschoolsaresupportingtheirstrugglingstudentsandnotencouragingattrition. PublicImpact:SCEquityAnalysis 4 P age

5 Discipline'Metrics' ThebreakdownofdisciplinaryincidentsintheDistrictbyraceismostusefulwhencomparedtotheoverall demographicsofthedistrict.forinstance,thoughblackstudentsconstituteonly20percentofthedistrictstudent population,theyarewrittenupfor40percentofdistrictwidedisciplinaryviolations.incontrast,whitestudents constitute67percentofthedistrictstudentpopulationbutonly50percentofdistrictwidedisciplinarywriteeups.given thatracialdiscriminationinschooldisciplineisawelledocumentedprobleminthenationandthatblackstudentsare overerepresentedindistrictincidentsby20percentagepoints,thedistrictshouldreviewitsdisciplinepracticesto ensureequityforallstudents.thedistrictcanencouragemorepositivedisciplinepractices,suchastherestorative justicemodel.moreover,thedistrictshouldmonitortheequityofdisciplinepracticescloselybyroutinelytracking disciplinedatabytheoffenderdemographics(raceandspecialeducation,limitedenglishproficient,ormigrantstatus), thetypeofoffense(violentversusnonviolent),andtheoutcome(especiallysuspensionsandexpulsions). Overall'Takeaways' E BlackstudentsaresuspendedandexpelledatdisproportionatelyhigherratesthanWhitestudents. Chart3.2015C16SouthCarolinaPublicCharterSchoolDistrictDisciplineIncidentsbyRace Asian,0.3% White,50.0% BlackorAfrican American,40.3% HispanicorLatino, AmericanIndian, 4.5% HawaiianorOther 0.4% PacificIslander, Twoormoreraces, 0.2% 4.3% Academic'Equity'Metrics' Toassessacademicperformance,ouranalysesdeterminedtheproficiencyrateandadjustedpercentilerankingforeach schoolinthesouthcarolinapubliccharterschooldistrictportfolioforthemathandelasubtestsofthe2016south CarolinaCollegeandCareerEReadyAssessments(SCREADY)andtheEndEofECourseExaminationProgram(EOCEP).To accountfordifferencesinaverageproficiencyratesbygradeandfortheuniquegradelevelcombinationsservedby manycharterschools,anadjustedpercentilerankwasassigned,rangingbetweenoneand99,toschoolsbasedontheir proficiencycomparedtootherschoolsand adjusts toaccountfornumberoftestetakersineachgradeandschool.for PublicImpact:SCEquityAnalysis 5 P age

6 example,anadjustedpercentilerankoffivemeansthattheschooloutperformedfivepercentofschoolsstatewide whengradelevelsservedarecontrolled(while95percentofschoolsdemonstratedequivalentorbetterperformance). Thebreakdownofadditionalacademicmetrics,includingACTanddualenrollmentperformance,canbefoundinthe AppendixII. Overall'Takeaways' E Districtschools,acrossmostsubgroups(exception:Whitestudents),areoutperformingthestateinELAon thescreadyassessment. E Districtschools,acrossmostsubgroups(exceptions:AsianstudentsandstudentsnotproficientinEnglish), arenotperformingaswellasthestateinmathonthescreadyassessment. E Districtschools,acrossmostsubgroups(exceptions:Black,Latino,anddisabledstudents),arenot performingaswellasthestateinelaontheendofcourseexams. E Districtschools,acrossmostsubgroups,arenotperformingaswellasthestateinMathontheEndof Courseexams. Table1.PortfolioMedianSchoolProficiencyRateandMedianAdjustedPercentileRankonthe2015C16SCREADY Assessment 3 ELA Math StudentSubgroup Numberof Schoolsin Portfolio withdata Median School Proficiency Rate Median Adjusted Percentile Rank Numberof Schoolsin Portfolio withdata Median School Proficiency Rate Median Adjusted Percentile Rank AllStudents 25 43% % 44 White 21 50% % 29 BlackorAfricanAmerican 18 27% % 43 HispanicorLatino 2 39% % 32 Asian 1 85% % 83 Twoormoreraces 1 68% % 45 Disabled 6 16% % 49 NotDisabled 25 49% % 42 LimitedEnglishProficient 2 44% % 56 NonELimitedEnglishProficient 25 44% % 42 Male 25 37% % 45 Female 23 46% % 42 Outofthe25schoolsintheDistrictportfoliowithSCREADYdataavailablefortheirstudents,themedianschool proficiencyrateforreadingwas43percent,andthemedianschoolproficiencyrateformathwas34percent,equating toadjustedpercentileranksof60and44,respectively.inthesubgroupanalysesforela,themedianschoolproficiency raterangedfrom16percentforstudentswithdisabilities(62 nd percentile)to85percentforasianstudents(78 th percentile).thoughwhitestudentshadarelativelyhighmedianschoolproficiencyrateof50percentontheela 3 PublicImpact:SCEquityAnalysis 6 P age

7 subtest,thisonlyoutperformedwhitestudentsat45percentofsouthcarolinaschools.allothermedianeadjusted percentileranksinelawereabove50,signifyingthatthesestudentsubgroupsonaverageoutperformedtheirpeersin otherschoolsinela. Incontrast,themedianDistrictschoolforeachsubgrouptendedtolagthestateinmath,withtwoexceptions:Asianand limitedenglishproficientstudents.however,theseconclusionsarelimitedbysmallsamplesizes;forinstance,onlyone schoolreporteddataforasianstudents,andonlytwodidsoforlimitedenglishproficientstudents.because performancevariedconsiderablythroughouttheportfolio,theresultsareperhapsmostilluminatingattheschoollevel (seeappendixii). Table2.PortfolioAverageProficiencyRateandAverageAdjustedPercentileRankonthe2015C16EndCofCCourse ExaminationProgram(EOCEP)Assessments 4 ELA Math StudentSubgroup Numberof Schoolsin Portfolio withdata Median School Proficiency Rate Median Adjusted Percentile Rank Numberof Schoolsin Portfolio withdata Median School Proficiency Rate Median Adjusted Percentile Rank AllStudents 22 80% % 30 White 19 81% % 20 BlackorAfricanAmerican 13 75% % 33 HispanicorLatino 3 79% % 34 Asian 0 N/A N/A 1 100% N/A Twoormoreraces 1 74% % 11 Disabled 5 38% % 20 NotDisabled 22 83% % 24 LimitedEnglishProficient 1 58% % 45 NonELimitedEnglishProficient 22 82% % 28 Male 18 72% % 28 Female 21 86% % 28 N/A:Thereweretoofewschoolswithdatareportedstatewidetocalculatepercentilerank. MedianschoolproficiencyratesontheEOCEPAssessmentsforhighschoolstudentsrangedfrom38to86percentinELA andfrom34percentto100percentinmath.allbutthreeofthesubgroupmedianadjustedpercentilerankswerebelow 50,indicatingperformancebelowmostschoolsinthestate.TheDistrict sblackandhispanicstudentsoutperformed theirstatewidepeerswithmedianadjustedpercentileranksof60and66,respectively,thoughtheystill underperformedwhitestudents.similarly,thoughstudentswithdisabilitieshadthelowestmedianschoolproficiency rateofallsubgroupsontheelaeocepat38percent,theyoutperformedtheirpeersin52percentofschoolsstatewide. Inmath,allsubgroupshadlowmedianEadjustedpercentileranks,withnosubgroupoutperforming50percentormore schoolsinthestateonaverage.thisresultisconcerningwherethemedianschoolproficiencyrateandadjusted percentilerankarebothlow,suchasforthetwoormoreracessubgroupwitha52percentmathproficiencyrate(11 th percentile). 4 PublicImpact:SCEquityAnalysis 7 P age

8 What'Are'the'Current'Gaps,'and'How'Can'the'District'Improve'Its'Systems'and' Processes'to'Achieve'Greater'Student'Access'and'Equity?' Charter'Perceptions'of'the'District s'current'system'and'processes'' TounderstandhowcharterschoolswithintheDistrictperceivetheDistrict spracticesrelatedtoequity,wedistributeda surveytoschoolleaders.therewere37respondents.fullsurveyresultscanbefoundinappendixiii.overall,mostof thedistrict scharterschoolleadersagreedthattheyreceivedtheresourcesneededtoensureequalaccessandequity forstudents(57%),leaving43percent asubstantialnumber ofschoolsfeelingunsupportedorundereresourced.the majorityalsofeltthattheauthorizerhaspoliciesandproceduresinplacetoensureequityinschools(62%).andwhile themajorityofcharterleadersexpressedtheybelievedthatallcharterschoolsinthedistrictprovidefairtreatmentto studentsandfamilies,regardlessofbackgroundandability(57%),asignificantnumberofschoolsdidnot(43%). TheschoolleaderssharedavarietyofsuggestionsforhowtheDistrictcouldimproveitssupports.Manyofthese suggestionsareincorporatedintotherecommendations. Gaps'and'Recommendations'for'Improvement' First,itshouldbesaidthattheDistrictstaffisawareofmanyofthegapsthatwillbehighlightedinthissection.Through conversationswithaudreylane,chiefofaccess&equity,andhunterschimpff,directorofpolicy&analytics,itisalso clearthattheyandtheirteamshavealreadybegunbrainstorminghowtheycanaddressmanyoftheseissues.weare confidentintheircommitmenttothiswork. Wewouldalsoliketoacknowledgethattocarryoutmanyofthefollowingrecommendations,greaterstaffcapacitymay beneeded.thedistrictiscurrentlyrevisingitsorganizationalstructure,andweencouragethemtousetheresulting opportunitytointernallyassesswhethertherightpeopleandadequatenumberofstaffareavailabletoimplement theserecommendations. TheprimaryfoundationoftherecommendationsisbasedonbestpracticesobservedamonghighEperforming authorizersacrossthecountry,aswellastheprofessionalexperienceofpublicimpact sconsultingteam. Gap:'Mission'statement'does'not'focus'on'equity'and'access' Themissionstatementisanauthorizer sofficial,publicassertionofitspurpose,aswellasitsvisionofexcellence.without a mission statement that reflects broad agreement and shared understanding of the central priorities across the authorizing organization, it can be easy for an organization to lose sight of its priorities and can be difficult for the organizationtofulfillitsmission.manyhigheperformingauthorizersspecificallymentionequityordiscusshowtheyseek equityintheirschoolsintheirmissionstatementbecausetheirmissionhelpsgroundtheireverydaywork. WhiletheDistricthasincludedaccessandequityasoneofitstopstrategicpriorities,equityandaccessarenotcurrently partofthemissionstatement.whilechangingthestatementalonewillnotaccomplishmuch,itcouldbeafirststepin communicatingthedistrict snewprioritiestoschools,families,andthecommunity.themissionstatementcouldalso serveasthedistrict s northstar andhelpguidetheteam. Recommendations, RevisetheDistrictmissionstatementtoincludeequityandaccess. Gap:'Data'is'inconsistent'and'difficult'to'collect' Firstandforemost,anauthorizermustunderstandwhatequityshouldlooklikeintheirschools.Withthatvisioninmind, theauthorizeristhenabletoidentifyindicatorsofsuccessandfailure,andwhatdatatocollecttodetermineifschools aremeetingthebarforsuccess.thedistricthasalreadyadoptedaschoolperformanceframework(spf)thathelps PublicImpact:SCEquityAnalysis 8 P age

9 measureannualprogresstowardsitsvisionofsuccessforequityandaccess.however,thespfisanannualtoolandisn t designedtocaptureinterimprogress.annualcollectionandanalysisofequitydatacanmakeitdifficulttomonitor schoolsandhelpthemcorrectcourse,ifneeded,duringtheschoolyearratherthanyearetoeyear. Furthermore,thelackofcoordinationbetweentheDistrictandtheSCDepartmentofEducationonthecollectionof datamakesitdifficult,andinsomecases,impossibletoquicklyandefficientlyaccessandanalyzethedataneededto assessinterimandannualprogressonequitymeasures.additionally,publicimpactfoundthatthedatagivenwasoften inconsistentinaccuracyandcompletenessthroughourdataanalysis.thedistrictandthescdepartmentofeducation shouldfocusonauditingthedataandthedatacollectionprocessregularly. Ifthesedataissuescouldbeaddressed,thentheDistrictcouldandshouldlookataccessandequitymeasures throughouttheyearandworkwiththeirschoolstounderstandtrendsandaddressproblemsthroughouttheschool year.thedistrictcouldalsoconsiderincorporatingincentivesandconsequencestomakeinterimgainsintothecps. Recommendations, TheDistrictshouldrequirethefollowingdatatobesubmittedonamonthlyorquarterlybasis: o Schoolenrollmentbyincome(povertydesignationand/orFRLstatus),McKinneyVentodesignation, limitedenglishproficientstatus,specialeducationstatus,migrantstatus,sex,race,andethnicity o Enrollmentinacceleratedcourses(e.g.,AP,IB,honors,collegeprep,anddualenrollment)byincome (povertydesignationand/orfrlstatus),mckinneyventodesignation,limitedenglishproficientstatus, specialeducationstatus,migrantstatus,sex,race,andethnicity o Membershipandattendanceratesbyincome(povertydesignationand/orFRLstatus),McKinneyVento designation,limitedenglishproficientstatus,specialeducationstatus,migrantstatus,sex,race,and ethnicity o Suspension(1+daysand10+days)andexpulsionratesbyincome(povertydesignationand/orFRL status),mckinneyventodesignation,limitedenglishproficientstatus,specialeducationstatus,migrant status,sex,race,andethnicity o MidEyearentryandwithdrawalrates TheDistrictandtheSCDepartmentofEducationshouldintegratetheircollectionplatforms. GiventhatcurrentPowerSchooldataisoftenincompleteand/orinaccurate,theDistrictshouldtakestepsto improvedatacollectionbyprovidingtrainingstoschoolstaff,conductingregularauditsofschooldatatoflag datainconsistencies,andfollowingupwithindividualschools. o Forexample,inthePowerSchoolenrollmentfiles,over25percentofstudentrecordsindicatethe studentenrolledandwithdrewfromaschoolonthesameday.thoughthiscodingmayindicatea no show, therateof noshows inthefileisartificiallyhigh(affectingover20,000studentrecords), indicatingasystematicdataentryerror.intheefacodefile,removingsuchstudentrecordswith identicalentryandexitdatesresultedinmultipleschoolshavinglessthanfivevalidstudentrecords. o Theattendancefileisasecondexampleofincompleteanderroneousdata.Manyschoolsneglectedto recordattendanceorequatedaveragedailyattendance(ada)withaveragedailymembership(adm). Evenwhereschoolsdidrecordattendanceandmembershipdata,therewereobviouserrors;for instance,somerecordsindicatedstudentswithdrewfromaschoolmonthsbeforeenrolling,andothers showedimpossiblestudentenrollmentlengthsofnegativedays.asystemshouldbeputinplacetoflag sucherrors,allowingthedistricttofollowuponsuchissueswithroutinecalls.onlybycorrectingsuch errorswillitbepossibletoconductaccurateandmeaningfulequityanalysesondistrictdata. TheDistrictshouldstreamlinedataentrycodes,removingthosethatareirrelevantorduplicates,tosimplifythe processofdatacollectionandanalysis.forexample,e3and3arebothdesignatedas Graduated forthe PublicImpact:SCEquityAnalysis 9 P age

10 enrollmentstatuscodes,sothesecouldbecollapsedintoasinglecode.similarly,somecodesaremarked DO NOTUSE infilesandcouldberemoved. IftheDistrictcannotcollecteverythingtheywouldlikeduetocapacityissues,itshouldprioritizewhatdatais collected.forexample,whencollectingdisciplinedata,itwouldbemoreimportanttodifferentiatewhether incidentswereviolentornoneviolentandwhethertheyresultedinsuspensionorexpulsionthanitwouldbeto collectinformationonthespecificnatureofthechild sactions(e.g.,hitting,biting,etc.).inthiscase,the117 differentdisciplineincidentcategoriescouldbecollapsedintoahandfulofrelevantcodes. Gap:'District'schools'are'not'monitored'closely'enough'during'recruitment'and'enrollment'processes' Charterschoolsareschoolsofchoice.Asaresult,thetypesofstudentswhochoosetoenrollmaydifferfromthelocal schooldistrict sstudentdemographicstosomeextent.however,ifacharterschoolisstrategicandcommittedto recruitingadiverserangeoffamiliesandprovidingappropriatesupports,thenitshouldbeexpectedthattheschool reflectthecommunity. Racial'Demographics' SouthCarolinacharterlawrequiresthattheracialcompositionofcharterschools enrollmentreflectthatofthelocal schooldistrictinwhichthecharterschoolislocated,differingbynomorethan20percentagepoints.acharterschool s racialmakeupdifferingbymorethan20percentagepointscanbegroundsforrevocation.forcharterapplicants,a targetpopulationshouldbeidentified.iftheapplicant sproposedrecruitmenteffortsaredeemeddiscriminatory,then theapplicantmustbedenied. Recommendations, TheDistrictshouldstepupitsenrollmentandadmissionsoversightandmonitoringprocesses,whichincludes ensuringthatindependentlotteriesareconductedaccordingtothesccharteract.ifnecessary,thedistrictmay needtoadvocateforpolicychangesthatgivethemmoreauthorityintheadmissions/lotteryoversightprocess. TheDistrictshouldholdcharterschoolsaccountableformeetingtherequiredstudentenrollmentpercentages andadoptapolicyoutliningthefollowingauthorizeractionsifschoolsfailtofallwithintherequiredrange*: o Conductaninquirytodetermineallactionstakenbythecharterschooltoattempttomeetthe requirementsandthereasonsforfailure,and o Providewrittennoticetothecharterschoolthatprovidesspecificannualenrollmentpercentagetargets thecharterschoolmustmeettodemonstrateprogresstowardmeetingtherequiredenrollment percentages. ConsequencesforfailuretomeettargetsshouldbeoutlinedintheDistrict scoreperformancesystem(cps).an exampleofasimilarauthorizerpolicycanbefoundinappendixi. *Exceptionstothisrulemayneedtobemadeincaseswhereaschool smissionistoserveateriskstudentsandtheschoolis classifiedasanalternativeeducationcampus(aec). Special'Education'Enrollment' Todate,enoughpubliccharterschoolshavefallenshortinenrollingandeffectivelyservingstudentswithdisabilities thatacknowledgingandaddressingtheseshortcomingsisimportanttochangethedialogueaboutspecialeducationin thesector. LaurenMorandoRhimandPaulO Neill,NationalCenterforSpecialEducationinCharterSchools InSouthCarolina,charterschoolsarenottheirownlocaleducationagencies(LEAs)forthepurposesofspecial educationservices.theauthorizerretainsresponsibilityforensuringthatstudentsareservedappropriatelyunder applicablefederal,state,andlocallaw.itisessentialthatthedistrictensuresthatschoolshavethequalifiedpersonnel andprogramsinplacetoeffectivelyservestudentswithdisabilities.thisstartswithmakingsurethatstudentswith disabilitiesareencouragedtoapplytocharterschoolsanddonotfacebarrierstoenrollment. PublicImpact:SCEquityAnalysis 10 P age

11 Recommendations, Inthesurveyandduringinterviews,multipleschoolleadersmentionedtheirappreciationfortheDistricthosting workshopsandtrainingsrelatedtovarioustopics,includingspecialeducationandenrollmentbestpractices.the Districtshouldcontinuetohostthesetrainingsandmayconsidertrainingsthat: o Reviewandemphasizerelevantstateandfederalspecialeducationlaws/policies o Includebestpracticesonincludingcommitmenttostudentswithdisabilitiesinrecruitmentmaterials o Helpconnectschoolswithspecialeducationadvocacyorganizations TheDistrictshouldconducta mysteryshopper program.districtstaffwouldcallschoolsduringtheapplication windowandinquireaboutenrollingachildwithspecialneeds.schoolstaffresponseswouldbemonitoredand anyinappropriateresponsesshouldbeaddressed,potentiallywithconsequencesoutlinedinthecps.an exampleofasimilarauthorizerpolicycanbefoundinappendixi. Audit'PreJEnrollment'Meetings' Basedonsurveyandinterviewdata,itappearsthatmanyDistrictcharterschoolsrequirefamiliestoattendregistration nights(sometimesalsoreferredtoasopenhouses,intakemeetings,etc.)beforetheycanofficiallybeenrolledatthe school.suchmeetingshavebothbenefitsanddisadvantagestofamilies.theycanbebeneficialinthesensethatthey canhelpfamiliesandstudentslearnmoreabouttheschool sculture,mission,andacademics.theycanhelpfamilies makeinformeddecisionsabouttheschool sfitfortheirchildren.however,suchmeetingscanalsobehurdlestofamilies enrollingtheirstudents,especiallyifthemeetingsareheldatinconvenienttimesoriffamiliesarerequiredtobring burdensomedocumentation,suchaspreviousschoolrecords. Recommendations, TheDistrictshouldcollectapplicationandenrollmentinformationfromschools,including: o Applicationcopies o Applicationdeadlines o Lotterylocationsanddeadlines o DatesandlocationsofpreEenrollmentmeetings TheDistrictshoulddevelopaprocesstoensurethatindividualschoollotteriesareconductedindependentlyand transparently.theenrollmentprovisionsfoundinthesccharteractshouldbethebareminimum,andthe Districtmaywanttoconsideradoptingabroaderpolicy. DistrictstaffshouldrandomlyattendschoollotteriesandpreEenrollmentmeetingstoobserve.Inappropriate actionsshouldbeaddressed,potentiallywithconsequencesoutlinedinthecps. Staffshoulddevelopaclearrubricforevaluatingthesemeetingssothat inappropriate isclearlydefinedand understood. Gap:'District'students'face'transportation'and'food'service'barriers' Transportation' Manyfamiliesdonothavetheresourcestogettheirstudentstoandfromschooliftransportationisnotprovided. Again,thisraisesthequestionifacharterschoolisactuallyaschoolofchoiceiffamilieswithoutvehicularsupport cannotaccesstheschool. TheschoolsurveyandsubsequentinterviewsrevealthatmostcharterschoolsintheDistrictdonotprovide transportationforstudents(ofthoseschoolsthatrespondedtothesurvey,onlyoneschoolsaidtheyprovide transportationforstudentswholiveamileormorefromtheschool).thus,itisnotsurprisingthatschoolleadersalso identifiedtransportationasoneoftheprimarybarrierstoequityinthedistrict.schoolsidentifiedfinancialconstraints astheprimarychallengeinprovidingtransportation.however,severalalsomentionedthattheystruggledwith operationalcapacity nothavinganyoneontheirstaffwhocouldputtogetherabusingscheduleorbusroute. PublicImpact:SCEquityAnalysis 11 P age

12 Recommendations, TheDistrictshouldeitherrequirecharterschoolstoprovidetransportationforstudentsinneed,oratthe minimum,demonstratethattheyarereducingtransportationbarriersforstudentsinneed.thiscouldbe accomplishedbymandating,throughpolicy,schoolstocreatetransportationplans. o Thepolicycouldbephasedinbyrequiringallnewschoolstoincludetransportationplansintheir applications,whileexistingchartersnotcurrentlyprovidingtransportationwouldberequiredtosubmit planswithin2e3years. o Usinganycombinationofyellowbuses,contractedservices,reimbursements,andpublictransportation, schoolswouldhavetoprovidefreetransportationtoandfromschoolforanystudentsresidingmore thanamilefromtheschoolbutwithinthelocaldistrictwheretheschoolislocated. o SchoolscouldsubmitwaiverrequeststotheDistrict,andtheDistrictcouldwaivetherequirementfor anyschoolthatprovedasubstantialfinancialburden. SincethestatecurrentlydoesnotallowtheDistricttouseprogramfundingfortransportationandschoolsdo notreceivefundingfortransportation,thedistrictshouldadvocateforastatutorylineoffundingdedicatedto transportation.additionally,thedistrictshouldencourageschoolstousetheircurrenteducationfundsto transportstudentsmostinneed. AnexampleofasimilarauthorizerpolicycanbefoundinAppendixI. Food'Services'' Basedonthesurvey,mostoftheDistrict scharterschoolsserveatleastonemealtostudentsaday(57%).ifcharter schoolschoosetoprovidebreakfastorlunchtostudents,thentheyarerequiredtofollowfederalschoolbreakfast ProgramandNationalSchoolLunchProgramguidelines.However,becausesomecharterschoolsdonothavefacilities thatcanmeettheequipmentguidelines,thoseschoolswilleithernotservemeals,enterintoacontractualrelationship withafoodservicemanagementcompany,orcontractwithanoutsidevendortoassumetheadministrativefunctionsof thefederalprograms. Formanystudents,iftheydonoteatatschool,thentheydonoteatatallbecausetheirfamiliesmaynothavethe resourcesneededtoconsistentlyprovidefoodathome.therefore,aschool sfailuretooffermealsorofferthemat reasonablepricescanbeabarriertoaccessforfamiliesandstudentslivinginpoverty. Recommendations, TheDistrictshouldrequirecharterschoolstoprovidemealsforstudentsinneed,orattheminimum, demonstratethattheyarereducingfoodbarriersforstudentsinneed. o Thepolicycouldbephasedinbyrequiringallnewschoolstoincludefoodservicesplansintheir applications,whileexistingchartersnotcurrentlyprovidingmealswouldberequiredtosubmitplans within2e3years. o SchoolscouldsubmitwaiverrequeststotheDistrictandtheDistrictcouldwaivetherequirementfor anyschoolthatprovedasubstantialfinancialburden. TheDistrictshouldmonitorschools breakfastandlunchprogramstoensurefairnessandcompliancewithstate andfederallaws. Gap:'Limited'opportunities'for'schoolJtoJschool'collaboration'' Multipleschoolleaders,throughthesurveyandinterviews,expressedadesirefortheDistricttoprovidemore opportunitiesforschoolstolearnfromdistrictanddepartmentofeducationexperts,aswellasfromeachother. PublicImpact:SCEquityAnalysis 12 P age

13 Recommendations, TheDistrictshouldconsiderhostingmultipleopportunitiesforschoolstocollaborate.Meetingscouldbe organizedbyregion,byschoolmodel,and/orinterestarea. TheDistrictshouldsurveyitsportfolioofschoolstounderstandthetopicareasschoolsareinterestedin receivingprofessionaldevelopment.oncethelistisdeveloped,thedistrictshouldadjustorprioritizeitscurrent deliveryplan. Additionally,theDistrictshouldcreateanadvisorycommittee,comprisedofdiverseperspectivesfromacross theportfolio.asthedistrictconsiderspolicychangesorothersignificantchange,theadvisorycommitteeshould beengaged.thecommitteecouldalsobringconcernsandideasonbehalfoftheportfoliotothedistrict. Gap:'School'performance'on'equity'measures'is'not'transparent'and'easy'to'access'for'the'public' UnderSouthCarolinacharterlaw,theSCDepartmentofEducationisrequiredtopublishadirectoryofcharterschools, alongwithinformationaboutschool sgoalsandprogresstowardsmeetingthosegoals.thisiscurrentlyaccomplished throughpublishingstatereportcards.additionally,thedistrictusesthespftoscorecharterschoolsonaccessand equitymeasures.however,neitherofthesetoolsallowfamiliestoseehowtheircharterschoolsareperformingacross subgroups,orincomparisonwiththestateorlocalschooldistrict.familiesdeservetransparency,anditshouldbeeasier todeterminehowbothtraditionalschoolsandcharterschoolsareperforming. Recommendations, TheSCDepartmentofEducationshouldpartnerwiththeDistricttoaltercurrentstatereportcards(orincludea supplementalequityreport)toinclude: o Schoolenrollmentbyincome(povertydesignationand/orFRLstatus),McKinneyVentodesignation, limitedenglishproficientstatus,specialeducationstatus,migrantstatus,sex,race,andethnicity o Enrollmentinacceleratedcourses(e.g.,AP,IB,honors,collegeprep,anddualenrollment)byincome (povertydesignationand/orfrlstatus),mckinneyventodesignation,limitedenglishproficientstatus, specialeducationstatus,migrantstatus,sex,race,andethnicity,withacomparisontoeachsubgroup s representationinschoolenrollment o Membershipandattendanceratesbyincome(povertydesignationand/orFRLstatus),McKinneyVento designation,limitedenglishproficientstatus,specialeducationstatus,migrantstatus,sex,race,and ethnicity o Suspension(1+daysand10+days)andexpulsionratesbyincome(povertydesignationand/orFRL status),mckinneyventodesignation,limitedenglishproficientstatus,specialeducationstatus,migrant status,sex,race,andethnicity o MidEyearentryandwithdrawalrates Foranexampleauthorizerequityreport,seeAppendixI. PublicImpact:SCEquityAnalysis 13 P age

14 APPENDIX' I. ExampleResources II. StudentAccessandEquityDataAnalysis III. CharterSchoolPerceptionsSurvey PublicImpact:SCEquityAnalysis 14 P age

15 I. Example'Resources' Louisiana'Bulletin'126 5 :'AtJRisk'Students'' At-Risk Students A. Charter schools shall maintain required student enrollment percentages as provided in this Section, based on the demographic information collected in the February 1 pupil membership count for students who were enrolled at the school the previous October 1 according to the October 1 pupil membership count. B. The following definitions shall apply in this Section. Students from Local Public School Districts public school students who reside within the geographic boundaries of the local city or parish school board s district where a particular charter school is located. Students with Exceptionalities students identified as having one or more exceptionalities, as defined in R.S. 17:1942, not including gifted and talented. C. Unless otherwise explicitly stated in the charter school s contract, or otherwise provided by charter law, each type 2 charter school created as the result of a conversion, type 3 charter school, and type 4 charter school shall maintain the following student enrollment percentages: 1. the charter school's percentage of free- or reduced-price lunch-eligible students shall be greater than or equal to the percentage of free- or reduced-price lunch-eligible students enrolled at the school in the school year prior to the establishment of the charter school; and 2. the charter school's percentage of students with exceptionalities shall be greater than or equal to the percentage of students with exceptionalities enrolled at the school in the school year prior to the establishment of the charter school. D. Except as otherwise provided by charter law, each type 1 or type 2 charter school created as a new school shall maintain the following student enrollment percentages: 1. the charter school's percentage of free- or reduced-price lunch-eligible students shall be greater than or equal to 85 percent of the percentage of free- or reduced-price lunch-eligible students from local public school districts. The remaining number of students enrolled in the charter school which would be required to have the same percentage of free- or reduced-price lunch-eligible students from local public school districts shall be comprised of students who are otherwise at-risk as defined in 103 of this bulletin; and 2. the charter school's percentage of students with exceptionalities shall be greater than or equal to 85 percent of the percentage of students with exceptionalities from the local public school districts. The remaining number of students enrolled in the charter school which would be required to have the same percentage of students with exceptionalities from the local public school districts shall be comprised of students who are otherwise at-risk as defined in 103 of this bulletin. E. For the purpose of Subsection D of this Section, the LDE shall determine the percentages of free or reduced-price lunch-eligible students and students with exceptionalities from local public school districts as follows. 1. For charter schools in operation prior to July 1, 2016, the student enrollment percentages shall be based on the February 1, 2015 pupil membership count and shall remain fixed until the charter school s contract is renewed, unless otherwise provided for in existing charter contracts. 2. For charter schools beginning an initial or renewal charter contract term on or after July 1, 2016, the student enrollment percentages shall be based on the pupil membership counts from the school year immediately preceding the beginning of the charter contract term 5 Seehttp://bese.louisiana.gov/documentsEresources/policiesEbulletins PublicImpact:SCEquityAnalysis 15 P age

16 and shall remain fixed during the charter contract term, unless the charter contract specifies that the percentages shall be required to reflect the current year s percentages. F. The LDE shall perform all calculations necessary to implement this Section. G. Annually, the LDE shall make a report to BESE on the student enrollment percentages detailed in this Section for all public schools and local education agencies. H. Each charter authorizer shall hold its authorized charter schools accountable for meeting the required student enrollment percentages in this Section in accordance with state law by taking the following actions for each charter school that fails to meet required enrollment percentages: 1. conducting an inquiry to determine all actions taken by the charter school to attempt to meet the requirements and the reasons for such failure; and 2. providing a written notice to the charter school that provides specific annual enrollment percentage targets the charter school must meet to demonstrate progress toward meeting the required enrollment percentages, and details how the charter authorizer will hold the charter school accountable, including any potential consequences. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10) R.S. 17:3973, R.S. 17:3981, and R.S. 17:3991. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education in LR 34:1375 (July 2008), amended LR 37:875 (March 2011). LR 40:1325 (July 2014), LR 42:550 (April 2016), LR 43:310 (February 2017). PublicImpact:SCEquityAnalysis 16 P age

17 DC'Public'Charter'School'Board:'Mystery'Shopper'Program 6 6 Learnmorehere: PublicImpact:SCEquityAnalysis 17 P age

18 PublicImpact:SCEquityAnalysis 18 P age

19 PublicImpact:SCEquityAnalysis 19 P age

20 PublicImpact:SCEquityAnalysis 20 P age

21 Louisiana'Bulletin'126:'Transportation' Chapter 28. Transportation Transportation Requirements A. Each operator of a BESE authorized charter school shall offer free daily transportation to and from school to any student meeting both of the following conditions: 1. the student resides more than one mile from the school where the student is enrolled; 2. the student resides within the parish or local school district in which the school is physically located. B. Charter operators shall submit school transportation plans to the LDE to ensure compliance with applicable laws and policies. The state superintendent shall set forth the process for transportation plan submission. C. Charter operators having BESE authorized charter schools in operation during the school year shall offer transportation to all eligible students no later than the beginning of the school year. Charter operators having BESE authorized charter schools that begin operation in the school year shall offer transportation upon opening. D. The LDE shall develop a waiver process to exempt from this requirement any type 2 charter schools having a unique mission to serve students with exceptionalities, virtual schools, or other schools upon which this requirement would create a substantial financial burden. Such process shall be set forth the state superintendent, who shall update the board on any waivers granted. E. No later than the beginning of the school year, each type 5 charter school located in Orleans Parish shall provide free transportation services for all students enrolled in the charter school who reside within Orleans Parish and more than 1 mile from the charter school s location, which shall include, at a minimum: 1. whatever transportation is necessary to implement any individualized education plan (IEP) for a child with an identified exceptionality, without regard to how far the child resides from the charter school; 2. free transportation by a vehicle approved for student transportation in accordance with BESE Bulletin 119 Louisiana School Transportation Specifications and Procedures, for students enrolled in grade 6 or below who reside more than 1 mile from the charter school; and 3. free transportation, free public transportation payments and/or reimbursements for all other students not included in Paragraphs 1 and 2 of this Subsection who reside more than 1 mile from the school. F. Each charter school operator shall adopt policies and procedures or shall make provision in its bus transportation service agreement to do all of the following: 1. prohibit a bus driver from loading or unloading students at school while the bus is in a traffic lane of any type of street as defined in R.S. 32:1 and require that students be loaded or unloaded on a shoulder, in a school parking lot, or at other appropriate off-road location at the school as determined by the school governing authority. The requirements of this Paragraph shall not apply if the shoulder of a municipal road is the only available alternative and the municipality has not made the shoulder available by designating that area for loading and unloading students during designated school zone hours; 2. prohibit a bus driver from loading or unloading students at or near their homes while the bus is in a traffic lane of any type of street as defined in R.S. 32:1 and require that students be loaded or unloaded on a shoulder unless the governing authority determines that loading or unloading on a shoulder is less safe for the student. However, if there is no shoulder or if the shoulder is determined to be less safe, a bus driver may load and unload a student while the bus is in a lane of traffic but only if the bus is in the lane farthest to the right side of the road so that there is not a lane of traffic between the bus and the right-side curb or other edge of the road; 3. prohibit a bus driver from loading or unloading a student in a location on a divided highway such that a student, in order to walk between the bus and his home or school, would be required to cross a roadway of the highway on which traffic is not controlled by the visual signals on the school bus. PublicImpact:SCEquityAnalysis 21 P age

22 AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), R.S. 17:158, R.S. 17:3981, and 17:3996(B)(37). HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 41:1266 (July 2015), amended LR 42:551 (April 2016). PublicImpact:SCEquityAnalysis 22 P age

23 DC:'Equity'Reports 7 7 Learnmorehere: PublicImpact:SCEquityAnalysis 23 P age

24 PublicImpact:SCEquityAnalysis 24 P age

25 PublicImpact:SCEquityAnalysis 25 P age

26 PublicImpact:SCEquityAnalysis 26 P age

27 II. Student'Access'and'Equity'Data'Analysis' TableA.DistrictandStateMeanCompositeScoreonthe2015C16ACTExam 8,9 StudentSubgroup DistrictMeanCompositeScore StateMeanCompositeScore* AllStudents White BlackorAfricanAmerican HispanicorLatino Asian N/A 21.8 Twoormoreraces StudentswithDisabilities LimitedEnglishProficient Male Female *StatewidescoresincludeonlypublicschoolstudentsinSouthCarolina. OntheACTexam,Districtstudentsreceivedameancompositescoreof17.8,slightlyunderperforming thestatewideaverageof18.2.mostofthedistrictsubgroupsslightlyunderperformedtheirstatewide counterpartsontheact,withthreesubgroups(blackorafricanamericanstudents,hispanicorlatino students,andstudentsoftwoormoreraces)slightlyoutperformingtheirsouthcarolinapeers. Districtwide,thelowestmeancompositescorescamefromlimitedEnglishproficientstudents(13.8)and studentswithdisabilities(13.9).whitestudentsandstudentsoftwoormoreracesreceivedthehighest meancompositescores(18.5and19.0,respectively) PublicImpact:SCEquityAnalysis 27 P age

28 TableB.PercentageofTestCTakersScoringLevel4orAboveonEachACTWorkKeysSubtestand AveragePercentileRankofSchoolsinPortfolio 10 StudentSubgroup ReadingforInformation LocatingInformation AppliedMath Percentage oftestc Takers ScoringLevel 4+atMedian Schoolin Portfolio Median Percentile Rank Percentage oftestc Takers ScoringLevel 4+atMedian Schoolin Portfolio Median Percentile Rank Percentage oftestc Takers ScoringLevel 4+atMedian Schoolin Portfolio Median Percentile Rank AllStudents 96% 70 76% 53 75% 58 White 98% 56 80% 28 79% 28 BlackorAfricanAmerican 94% 76 67% 65 50% 38 HispanicorLatino 96% 65 75% 52 62% 23 Asian N/A N/A N/A N/A N/A N/A Twoormoreraces 95% 33 80% 44 70% 27 Disabled 77% 69 43% 65 27% 57 NotDisabled 98% 64 81% 52 78% 51 Migrant N/A N/A N/A N/A N/A N/A NonCMigrant 96% 70 76% 50 74% 53 LimitedEnglishProficient N/A N/A N/A N/A N/A N/A NonCLimitedEnglish Proficient 97% 75 75% 48 74% 54 Male 96% 78 75% 56 78% 64 Female 98% 79 80% 58 70% 48 StudentsintheDistrictwhotooktheACTWorkKeysperformedwellforallthreesubtestsoftheACT WorkKeysTest:ReadingforInformation(96percentLevel4+;70 th percentile),locatinginformation(76 percentlevel4+;53 rd percentile),andappliedmath(75percentlevel4+;58 th percentile).foreach school,subtest,andsubgroup,wecalculatedthepercentageofstudentsscoring4orgreater(indicating jobreadiness)andthentheequivalentadjustedpercentilerank.thedistricthadthestrongest performanceonreadingforinformationsubtestandtheweakestperformanceontheappliedmath subtest.studentswithdisabilitieshadthelowestresultsoutofallsubgroupsoneachofthethree subtests,althoughtheystilloutperformedtheirstatewidepeerswithdisabilitiesonaverage.in contrast,studentsoftwoormoreracesoutperformedmostothersubgroupsbutunderperformed studentsoftwoormoreracesstatewide. TableC.2016AdvancedPlacement(AP)ExamParticipationandPassageRates 11, pdf PublicImpact:SCEquityAnalysis 28 P age

29 Group NumberofAP Students 13 NumberofAP Exams Percentage of3to5 Scores 14 Percentageof Grade9C12 Students TakingOneor MoreAPExams in2016 SouthCarolinaPublic CharterSchoolDistrict %* 3% SouthCarolina 30,878 49,504 58% 14% AllAPTestEtakers 2,611,172 4,704,980 58% N/A *Note:ListedpassageratefortheDistrictmayslightlyunderestimateactualpassagerateassomescores weresuppressed. TheDistrictschools passagerateof38%isrelativelylow,trailingthesouthcarolinaandglobalap passageratesbyaconsiderable20percentagepoints.moreover,only3percentofdistrictstudentsin grades9through12tookanapexamin2016,comparedto14percentofhighschoolstudents statewide Subjects.pdf PublicImpact:SCEquityAnalysis 29 P age

30 ChartA.DistrictPortfolioMediansofCollegePrepCourseEnrollment 15 byracecomparedwithschool Demographics % 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% White Black Hispanic Asian 2+Races America nindian Thoughonaverage,theenrollmentdemographicsinthecollegeprepcoursesmirrorthegeneralschool population,whiteandasianstudentstendtobeslightlyoverrepresentedandallothersubgroups, particularlyblackandhispanicstudents,tendtobeunderrepresented.therealsoissignificantvariation amongschoolsintheportfolio. ChartB.DistrictPortfolioAverageofCollegePrepCourseEnrollmentsbyLunchStatus 17 Pacific Islander PercentageofCollegePrepStudents 75.7% 15.6% 2.7% 0.8% 2.9% 0.0% 0.0% PercentageofTotalSchoolPopulation 74.3% 16.6% 5.5% 0.6% 3.2% 0.2% 0.1% Percentageof CollegePrep studentswho receivefreelunch, 27.8% Percentageof CollegePrep studentswhopay fulllunchprice, 63.6% Percentageof CollegePrep studentswho receivereduced lunch,8.6% Onaverage,inDistrictschoolsofferingcollegeprepcourses,63.6percentofstudentspaythefullprice forlunch,8.6percentpayareducedpriceforlunch,and27.8percentreceivefreelunch.individual 15 SCPowerSchoolData SCPowerSchoolData PublicImpact:SCEquityAnalysis 30 P age

31 schoolbreakdownshavebeenanalyzed,andshouldbecomparedtoschoolwidefrlratestodetermine whetherthereisequitableaccesstocollegeprepcoursesatdistrictschools. ChartC.DistrictPortfolioMediansofDualCourseEnrollments 18 byracecomparedwithschool Demographics 19 PercentageofDualEnrollment Students 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% White Black Hispanic Asian 2+Races America nindian Pacific Islander 80.9% 10.4% 0.4% 1.8% 1.5% 0.0% 0.0% PercentageofTotalSchoolPopulation 70.9% 18.5% 2.9% 0.8% 3.4% 0.4% 0.2% Asincollegeprepenrollment,WhiteandAsianstudentstendtobeoverrepresentedcomparedtothe generalschoolpopulationindualenrollmentcoursesandallothersubgroups,particularlylackand Hispanicstudents,tendtobeunderrepresented.Therealsoissignificantvariationamongschoolsinthe portfolio. 18 SCPowerSchoolData 19 PublicImpact:SCEquityAnalysis 31 P age

32 Chart&D.&District&Portfolio&Average&of&Dual&Course&Enrollments&by&Lunch&Status 20 Percentage&of&Dual& Enrollment&students& who&receive&free& lunch,&20.0% Percentage&of&Dual& Enrollment&students& who&receive& reduced&lunch,&5.8% Percentage&of&Dual& Enrollment&& students&who&pay& full&lunch&price,& 74.2% Chart&E.&District&Portfolio&Medians&of&Honors&Course&Enrollment 21 &by&race&compared&with&school&demographics 22 & 20 SCPowerSchoolData SCPowerSchoolData PublicImpact:SCEquityAnalysis 32 P age

33 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% White Black Hispanic Asian 2+Races America nindian Pacific Islander PercentageofHonorsStudents 75.0% 14.0% 3.7% 0.9% 2.8% 0.0% 0.0% PercentageofTotalSchoolPopulation 74.6% 15.2% 5.4% 0.6% 2.5% 0.3% 0.1% OnaverageinDistrictschoolsoffering dualenrollmentcourses,74.2percentofstudentspaythefullpriceforlunch,5.8percentpayareducedpriceforlunch,and20.0percentreceive freelunch.individualschoolbreakdownshavebeenanalyzed,andshouldbecomparedtoschoolwidefrlratestodeterminewhetherthereis equitableaccesstodualenrollmentcoursesatdistrictschools.& Likedualenrollmentandcollegeprepenrollment,WhiteandAsianstudentstendtobeoverrepresentedcomparedtothegeneralschool populationindualenrollmentcoursesandothersubgroups,particularlyblackandhispanicstudents,tendtobeunderrepresented.therealsois significantvariationamongschoolsintheportfolio. Chart&F.&District&Portfolio&Average&of&Honors&Course&Enrollments&by&Lunch&Status SCPowerSchoolData PublicImpact:SCEquityAnalysis 33 P age

34 Percentage&of&Dual& Enrollment&students& who&receive&free& lunch,&28.4% Percentage&of&Dual& Enrollment&&students& who&pay&full&lunch& price,&63.2% Percentage&of&Dual& Enrollment&students& who&receive&reduced& lunch,&8.4% OnaverageinDistrictschoolsofferinghonorscourses,63.2percentofstudentspaythefullpriceforlunch,8.4percentpayareducedpricefor lunch,and28.4percentreceivefreelunch.individualschoolbreakdownshavebeenanalyzed,andshouldbecomparedtoschoolwidefrlrates todeterminewhetherthereisequitableaccesstohonorscoursesatdistrictschools.& & & & & & & & & PublicImpact:SCEquityAnalysis 34 P age

35 Table&D.&and&on&the&2015Q16&SC&READY&ELA&Assessment& School&Name& All&Students& All&Students& Male& Male& Female& Female& BridgesPreparatorySchool 56% 83 56% 88 55% 71 CalhounFallsCharterSchool 28% 28 22% 25 35% 30 CapeRomainEnvironmental 65% 91 57% 89 N/A N/A CyberAcademyofSC 30% 32 25% 31 37% 34 EastPointAcademy 60% 87 51% 81 64% 83 FeltonLaboratoryCharter 36% 44 25% 31 46% 55 GREENCharterSchool 83% 99 80% 99 86% 98 HighPointAcademy 45% 65 35% 54 54% 69 ImagineColumbiaLeadership 13% 5 7% 3 18% 5 LeadAcademy 43% 59 43% 71 43% 48 LowcountryLeadership 41% 56 41% 67 41% 44 LowcountryMontessori 44% 63 37% 57 54% 69 MidlandsSTEMInstitute 19% 12 19% 19 18% 6 PalmettoScholarsAcademy 87% 99 88% 99 86% 97 PeeDeeMath,Science,&Tech 27% 26 31% 47 35% 30 QuestLeadershipAcademy 25% 19 10% 4 N/A N/A RiverwalkAcademy 46% 65 42% 67 50% 62 RoyalLiveOakAcademy 26% 24 20% 23 31% 23 SouthCarolinaCalvertAcad. 24% 22 16% 15 33% 29 SCConnectionsAcademy 49% 73 43% 73 54% 68 SouthCarolinaScienceAcad. 37% 47 29% 42 45% 50 SCVirtualCharterSchool 37% 48 32% 48 42% 46 SpartanburgCharterSchool 61% 88 55% 87 66% 87 YorkPreparatoryAcademy 47% 69 44% 73 51% 64 YouthLeadershipAcademy 66% 92 58% 91 75% 95 N/A:Subgroupresultsaresuppressedduetosmallnsizeorareotherwiseunavailable. Color&Legend:& Color& Quintile& 1F19 20F39 40F59 60F79 80F99 PublicImpact:SCEquityAnalysis 35 P age

36 Table&E.&and&on&the&2015Q16&SC&READY&Math&Assessment& School&Name& All&Students& All&Students& Male& Male& Female& Female& BridgesPreparatorySchool 53% 76 58% 83 47% 63 CalhounFallsCharterSchool 20% 29 29% 46 19% 26 CapeRomainEnvironmental 51% 71 61% 84 N/A N/A CyberAcademyofSC 22% 22 22% 23 22% 22 EastPointAcademy 57% 75 57% 73 57% 73 FeltonLaboratoryCharter 22% 18 20% 13 23% 19 GREENCharterSchool 84% 99 84% 99 84% 99 HighPointAcademy 39% 51 38% 49 40% 51 ImagineColumbiaLeadership 20% 7 18% 7 24% 7 LeadAcademy 35% 49 39% 57 31% 36 LowcountryLeadership 36% 47 36% 48 36% 44 LowcountryMontessori 34% 43 33% 39 37% 46 MidlandsSTEMInstitute 20% 11 16% 8 36% 20 PalmettoScholarsAcademy 77% 98 84% 99 69% 96 PeeDeeMath,Science,&Tech 16% 7 17% 7 27% 24 QuestLeadershipAcademy 6% 1 N/A N/A N/A N/A RiverwalkAcademy 38% 44 37% 42 40% 43 RoyalLiveOakAcademy 18% 14 15% 11 21% 16 SouthCarolinaCalvertAcad. 12% 7 8% 6 16% 10 SCConnectionsAcademy 32% 44 31% 44 32% 42 SouthCarolinaScienceAcad. 14% 17 20% 29 16% 15 SCVirtualCharterSchool 27% 36 27% 37 28% 33 SpartanburgCharterSchool 64% 90 65% 91 64% 87 YorkPreparatoryAcademy 47% 68 47% 68 47% 65 YouthLeadershipAcademy 63% 94 55% 90 72% 96 N/A:Subgroupresultsaresuppressedduetosmallnsizeorareotherwiseunavailable. Color&Legend:& Color& Quintile& 1F19 20F39 40F59 60F79 80F99 PublicImpact:SCEquityAnalysis 36 P age

37 Table&F.&and&on&the&2015Q16&SC&READY&ELA&Assessment& School&Name& White& White& Black& Black& Hispanic& Hispanic& Asian& Asian& 2+&Races& 2+&Races& BridgesPreparatorySchool 58% 64 N/A N/A N/A N/A N/A N/A N/A N/A CalhounFallsCharterSchool 48% 43 7% 4 N/A N/A N/A N/A N/A N/A CapeRomainEnvironmental 67% 79 N/A N/A N/A N/A N/A N/A N/A N/A CyberAcademyofSC 34% 14 16% 26 N/A N/A N/A N/A N/A N/A EastPointAcademy 78% 92 41% 90 N/A N/A N/A N/A N/A N/A FeltonLaboratoryCharter N/A N/A 34% 83 N/A N/A N/A N/A N/A N/A GREENCharterSchool 87% 98 75% 99 N/A N/A 85% 78 N/A N/A HighPointAcademy 49% 43 21% 44 N/A N/A N/A N/A N/A N/A ImagineColumbiaLeadership N/A N/A 14% 19 N/A N/A N/A N/A N/A N/A LeadAcademy 77% 93 38% 89 N/A N/A N/A N/A N/A N/A LowcountryLeadership 44% 33 N/A N/A N/A N/A N/A N/A N/A N/A LowcountryMontessori 46% 37 N/A N/A N/A N/A N/A N/A N/A N/A MidlandsSTEMInstitute 30% 10 N/A N/A N/A N/A N/A N/A N/A N/A PalmettoScholarsAcademy 91% 98 72% 99 N/A N/A N/A N/A N/A N/A PeeDeeMath,Science,&Tech N/A N/A 25% 59 N/A N/A N/A N/A N/A N/A QuestLeadershipAcademy N/A N/A 27% 55 N/A N/A N/A N/A N/A N/A RiverwalkAcademy 48% 40 N/A N/A N/A N/A N/A N/A N/A N/A RoyalLiveOakAcademy 34% 15 24% 57 22% 24 N/A N/A N/A N/A SouthCarolinaCalvertAcad. 29% 9 15% 28 N/A N/A N/A N/A N/A N/A SCConnectionsAcademy 50% 45 37% 88 55% 84 N/A N/A 68% 88 SouthCarolinaScienceAcad. 69% 84 26% 65 N/A N/A N/A N/A N/A N/A SCVirtualCharterSchool 39% 22 27% 65 N/A N/A N/A N/A N/A N/A SpartanburgCharterSchool 71% 85 44% 92 N/A N/A N/A N/A N/A N/A YorkPreparatoryAcademy 50% 46 36% 85 N/A N/A N/A N/A N/A N/A YouthLeadershipAcademy 64% 78 N/A N/A N/A N/A N/A N/A N/A N/A PublicImpact:SCEquityAnalysis 37 P age

38 Color&Legend Color& Quin 1F1 20F 40F 60F 80F PublicImpact:SCEquityAnalysis 38 P age