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# Evaluation, Research, and Accountability

The School District of Philadelphia

## Sitemaps

- [XML Sitemap](https://www.philasd.org/research/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [Reports and Briefs (Archive)](https://www.philasd.org/research/reports-and-briefs-archive/) - The Office of Research and Evaluation produces reports and briefs as part of its program evaluations and internal research activities. The reports published below are intended to guide and inform District faculty and staff as well as the general public. Thank you for your patience as we update our archive. Follow @@SDP_Research Search for: Categories
- [2024-25 Four-Year High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2026/06/18/2024-25-four-year-high-school-graduation-rates-in-philadelphia/) - In this brief we present Philadelphia public high school graduation rates from 2014-15 to 2024-25 and examine the trends in this metric by sector, high school admission type, CTE programming, and student demographic groups.
- [Summer Programs 2025: A summary of offerings, attendance, survey results, and recommendations](https://www.philasd.org/research/2026/06/18/summer-programs-2025-a-summary-of-offerings-attendance-survey-results-and-recommendations/) - This report provides a summary of the School District of Philadelphia's 2025 summer programs, including information about enrollment and attendance, student performance on Star assessments, and findings from surveys.
- [Results from the 2025 Graduate Follow-up Survey](https://www.philasd.org/research/2026/06/16/results-from-the-2025-graduate-follow-up-survey/) - In November 2025, the Office of Research and Evaluation contacted Senior Exit Survey respondents from the graduating classes of 2022-23 and 2023-24 to conduct the Graduate Follow-up Survey. Results from the Graduate Follow-up Survey help SDP understand the education and career pursuits of recent high school graduates, learn about obstacles graduates faced in pursuing post-high school plans, and gain insights about how graduates transition into postsecondary education or the workforce.
- [Philadelphia Public School Enrollment, 2015-16 to 2025-26](https://www.philasd.org/research/2026/06/11/philadelphia-public-school-enrollment-2015-16-to-2025-26/) - This brief provides information about enrollment patterns for K-12 students in Philadelphia’s public school (District, Charter, Alternative, and Other), looking at enrollment trends from 2015-16 through 2025-26, with a particular focus on year-over-year changes from 2024-25 to 2025-26.
- [Summary of Student Responses from the 2025 Youth Risk Behavior Survey – Philadelphia](https://www.philasd.org/research/2026/06/11/summary-of-student-responses-from-the-2025-youth-risk-behavior-survey-philadelphia/) - The Youth Risk Behavior Survey (YRBS) is conducted in cities and states across the United States, and it is one of the most important national data sources on youth risk behaviors that lead to death and disability. In spring 2025, the YRBS was administered to a random sample of high school students at 32 randomly selected School District of Philadelphia (SDP) schools. Use the buttons below to download summary graphs and detail tables of the 2025 YRBS results as compiled by the CDC.
- [Summer Melt: How Many Seniors Follow Through on Plans to Attend College? Results from the Senior Class of 2024-25](https://www.philasd.org/research/2026/05/15/summer-melt-how-many-seniors-follow-through-on-plans-to-attend-college-results-from-the-senior-class-of-2024-25/) - Summer melt refers to the phenomenon in which a high school senior’s intention to attend college in the fall “melts away” during the summer. This slide deck presents summer melt findings for the class of 2024-25.
- [School District of Philadelphia Special Education Landscape, 2024-25](https://www.philasd.org/research/2026/04/06/school-district-of-philadelphia-special-education-landscape-2024-25/) - This report provides a descriptive summary of the specialized service support types provided to students with Individualized Education Programs (IEPs) in the School District of Philadelphia (SDP) during the 2024-25 school year.
- [Illustrative Math Curriculum Implementation Study 2024-25: Year 2 Focus Group and Survey Findings](https://www.philasd.org/research/2026/03/18/illustrative-math-curriculum-implementation-study-2024-25-year-2-focus-group-and-survey-findings/) - As part of an ambitious vision for mathematics equity and achievement, in 2023-24 the School District of Philadelphia adopted Illustrative Math (IM) as the district-wide K-12 math curriculum. The Office of Research and Evaluation (ORE) is conducting a three-year evaluation of the curriculum implementation. This slide deck presents Year 2 findings and recommendations.
- [2024-25 Central Office Feedback Survey Results](https://www.philasd.org/research/2026/01/13/2024-25-central-office-feedback-survey/) - Strategic Action 5.7 of Accelerate Philly calls for “an annual school leaders survey to provide feedback about Central Office operations.” The Central Office Feedback Survey was administered in February 2024 and May 2025, and school leaders at District and alternative schools were invited to participate. This slide deck summarizes overall feedback on Central Office and feedback on individual departments.
- [High School ELA Curriculum Implementation Study 2024-25: Year 1 Focus Group and Survey Findings](https://www.philasd.org/research/2026/02/13/high-school-ela-curriculum-implementation-study-2024-25-year-1-focus-group-and-survey-findings/) - As part of a strategic plan to accelerate academic achievement, in 2024-25 the School District of Philadelphia adopted a new High School ELA curriculum for grades 9-12 that included selected SDP resources alongside StudySync lessons, units, and reading guides. In Year 1 of the High School ELA curriculum implementation, the Office of Research and Evaluation conducted focus groups and surveys to answer the question: Do teachers, school leaders, and central office support staff believe they have enough materials, training, and support to implement the new ELA curricula with integrity/fidelity (as intended)?
- [EL Education Implementation Study 2024-25: Focus Group Findings](https://www.philasd.org/research/2025/11/21/el-education-implementation-study-2024-25-focus-group-findings/) - As part of a strategic plan to accelerate academic achievement, in 2024-25 the School District of Philadelphia adopted EL Education for grades K-8, a standards-aligned core instructional resources for English Language Arts with a focus on the Science of Reading. In Year 1 of EL Education implementation, the Office of Research and Evaluation conducted focus groups to answer the question: Do teachers, school leaders, and central office support staff believe they have enough materials, training, and support to implement the new ELA curricula with integrity/fidelity (as intended)?
- [Fiscal Year 2026 Budget Priorities Survey Results](https://www.philasd.org/research/2025/05/21/fiscal-year-2026-budget-priorities-survey-results/) - Each year, the School District of Philadelphia (SDP) administers a budget priorities survey to gather stakeholder feedback that will inform the next year’s budget. A total of 5,508 stakeholders representing 254 District schools/programs responded to the survey.
- [Strategic Action 5.12 - Benchmarking SDP Against the Council of Great City Schools Key Performance Indicators](https://www.philasd.org/research/2025/07/31/strategic-action-5-12-benchmarking-sdp-against-the-council-of-great-city-schools-key-performance-indicators/) - Priority Area 5 of the School District of Philadelphia's strategic plan, Accelerate Philly, is to "deliver efficient, high-quality, cost-effective operations." To this end, Strategic Action 5.12 requires that we "benchmark District performance against other large urban districts." We selected 18 academic and operational KPIs to benchmark SDP against other large urban districts. This slide deck includes available data for each KPI from 2017-18 through 2022-23.
- [Household Food Insecurity in the School District of Philadelphia: An Analysis of Philly School Experience Survey Results, 2023-24](https://www.philasd.org/research/2025/12/11/household-food-insecurity-in-the-school-district-of-philadelphia-an-analysis-of-philly-school-experience-survey-results-2023-24/) - Food insecurity directly impacts physical health and is associated with adverse developmental, behavioral, and social-emotional outcomes. It can also contribute to achievement gaps between children from families with low and high incomes. Results from the School District of Philadelphia (SDP) 2023-24 Philly School Experience Survey (PSES) provide a local data source for understanding the extent to which Philadelphia families experience food insecurity.
- [Evaluating SDP’s 10th Grade On-Track Metric: Relationships with 9th Grade On-Track and with Four-Year Graduation Rates](https://www.philasd.org/research/2025/11/24/evaluating-sdps-10th-grade-on-track-metric-relationships-with-9th-grade-on-track-and-with-four-year-graduation-rates/) - Similar to the well-established Ninth Grade On-Track (9GOT) metric, SDP also uses a Tenth Grade On-Track (10GOT) metric to track student progress towards graduation. This research brief examines 1) the relationship between students' 9GOT and 10GOT statuses, and 2) the relationship between students' 10GOT status, their four-year graduation status, and credits earned.
- [Contracted Evaluation of the School District of Philadelphia’s Renaissance Initiative](https://www.philasd.org/research/2020/10/21/contracted-evaluation-of-the-school-district-of-philadelphias-renaissance-initiative/) - Over the last decade, the School District of Philadelphia (SDP) embarked on a critical effort to improve the outcomes of students in its low-performing schools. This effort, aimed to dramatically improve student achievement by shifting school management to either external charter providers, called Renaissance Charters, or by placing schools in a network that receives additional district supports, is named the Renaissance Initiative. The District selected Mathematica and its partner, Research For Action, to conduct a three-year evaluation from 2017-2020.
- [2024-25 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2025/11/19/2024-25-senior-exit-survey-district-level-report/) - The Senior Exit Survey is administered annually each spring by the Office of Research and Evaluation (ORE). In 2024-25, ORE received responses from 7,369 seniors at 79 District high schools, representing 73.9% of enrolled 12th grade students.
- [Summer Melt: How Many Seniors Follow Through on Plans to Attend College? Results from the Senior Classes of 2022, 2023, and 2024](https://www.philasd.org/research/2025/07/31/summer-melt-how-many-seniors-follow-through-on-plans-to-attend-college-results-from-the-senior-classes-of-2022-2023-and-2024/) - In the School District of Philadelphia (SDP), the summer melt rate is calculated as the percentage of graduating 12th grade students who intend to go to college but do not matriculate within the first fall after graduation. This brief examines patterns in summer melt rates from 2015-16 to 2023-24 and then looks more closely at characteristics of summer melt for the graduating classes of school years 2021-22, 2022-23, and 2023-24.
- [Summer Melt: College Intentions vs. College Enrollment of 2021 School District of Philadelphia Seniors](https://www.philasd.org/research/2022/04/26/summer-melt-college-intentions-vs-college-enrollment-of-2021-school-district-of-philadelphia-seniors/) - Research has found that many high school graduates who intend to enroll in post-secondary education do not follow through with their intentions, a pattern known as "summer melt." This brief summarizes findings from a study of the summer melt rates of the 2021 cohort of college-intending School District of Philadelphia (SDP) high school seniors.
- [Summer Melt: College Intentions vs. College Enrollment of 2020 School District of Philadelphia Seniors](https://www.philasd.org/research/2021/07/06/summer-melt-college-intentions-vs-college-enrollment-of-2020-school-district-of-philadelphia-seniors/) - This brief summarizes findings from a study of the "summer melt" rates of the cohort of college-intending 2020 School District of Philadelphia (SDP) seniors.
- [Summer Melt: College Intentions vs. College Enrollment (2017 SDP Seniors)](https://www.philasd.org/research/2018/08/12/summer-melt-college-intentions-vs-college-enrollment-2017-sdp-seniors/) - A summary of the "summer melt" rates of 2017 SDP high school seniors.
- [Summer Melt: College Intentions vs. College Enrollment of SDP Seniors (2016-17 through 2018-19)](https://www.philasd.org/research/2020/10/21/summer-melt-college-intentions-vs-college-enrollment-of-sdp-seniors-2016-17-through-2018-19/) - This brief examines "summer melt" rates (or the rates at which students who said they intended to pursue post-secondary education as seniors did not enroll in college the following fall) among student subgroups in the SDP senior classes of 2017, 2018, and 2019.
- [Spring 2025 CTE Graduate Follow-up Survey Results](https://www.philasd.org/research/2025/10/17/spring-2025-cte-graduate-follow-up-survey-results/) - The Pennsylvania Department of Education (PDE) requires school districts to conduct a follow-up survey with graduates of their Career and Technical Education (CTE) programs. The 2025 graduate follow-up survey asked whether CTE graduates from the class of 2024 had enrolled in college, continued to work or train in their CTE field of study, or pursued other activities.
- [Redesigning Schoolyards at Two Schools: Summary of Interviews and Observations](https://www.philasd.org/research/2024/09/03/redesigning-schoolyards-at-two-schools-summary-of-interviews-and-observations/) - As part of the Playful Learning Schoolyard Redesign Program, new spaces for learning and play were designed and constructed at Joseph Pennell School and Louis H. Farrell School. This report summarizes the impact of the Schoolyard Redesign Program on student activity and overall recess climate at the schools. An October 2025 addendum summarizes the redesign project at a third school, William H. Hunter School.
- [Philadelphia Public School Enrollment, 2023-24](https://www.philasd.org/research/2024/04/23/philadelphia-public-school-enrollment-2023-24/) - This brief provides information about enrollment patterns for K-12 students in Philadelphia’s public schools. The analyses examine enrollment trends with respect to governing sector, admission type, and student demographics from 2014-15 through the present school year, with a particular focus on 2022-23 to 2023-24.
- [Identifying the Best Grade Configurations to Support Student Achievement and Well-being: Considerations from Existing Research](https://www.philasd.org/research/2025/09/25/identifying-the-best-grade-configurations-to-support-student-achievement-and-well-being-considerations-from-existing-research/) - In this issue brief, we present a short summary of research findings about school grade configurations and their relationship to the academic and socioemotional development of K-12 students.
- [2023-24 Four-Year High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2025/09/24/2023-24-four-year-high-school-graduation-rates-in-philadelphia/) - In this brief we present Philadelphia public high school graduation rates from 2013-14 to 2023-24 and examine the trends in this metric by different student groupings.
- [A Summary of the 2022-23 School Selection Process: Qualifications, Applications, Admission Offers, and Student Responses](https://www.philasd.org/research/2024/01/05/2022-23-school-selection-in-sdp/) - Students throughout Philadelphia have the opportunity to apply to attend SDP schools of their choice through an annual School Selection Process. Students across all grades may apply to all available SDP K-12 schools, but 8th graders applying for 9th grade constitute the largest group of participants. This report includes analyses of several phases of the 2022-23 School Selection Process, with a focus on 8th graders enrolled in District (non-charter) schools, and their engagement with the School Selection Process to enroll in 9th grade criteria-based schools and programs in the 2023-24 school year.
- [A Summary of the 2023-24 School Selection Process](https://www.philasd.org/research/2025/01/21/a-summary-of-the-2023-24-school-selection-process/) - Students throughout Philadelphia have the opportunity to apply to attend SDP schools of their choice through an annual School Selection Process. Students across all grades may apply to all available SDP K-12 schools, but 8th graders applying for 9th grade constitute the largest group of participants. This report includes analyses of several phases of the 2023-24 School Selection Process, with a focus on 8th graders enrolled in District (non-charter) schools, and their engagement with the School Selection Process to enroll in 9th grade criteria-based schools and programs in the 2024-25 school year.
- [2022-23 Philly School Experience Survey Technical Report](https://www.philasd.org/research/2023/12/31/2022-23-philly-school-experience-survey-technical-report/) - This report describes the framework that guided 2022-23 Philly School Experience Survey development, the administration of the survey, the processes of survey reliability testing and validation, and the construction of school-level scores for reports.
- [2023-24 Philly School Experience Survey Technical Report](https://www.philasd.org/research/2024/12/31/2023-24-philly-school-experience-survey-technical-report/) - This report describes the framework that guided 2023-24 Philly School Experience Survey development, the administration of the survey, the processes of survey reliability testing and validation, and the construction of school-level scores for reports.
- [Results from the Parent & Family University Survey and Listening Sessions](https://www.philasd.org/research/2025/07/08/results-from-the-parent-family-university-survey-and-listening-sessions/) - In spring 2025, the School District of Philadelphia (SDP) administered a survey and conducted a series of listening sessions to gather feedback from parents and guardians about their priorities for the Parent and Family University program. This slide deck summarizes results from both the survey and the listening sessions.
- [Spring 2024 CTE Graduate Follow-up Survey Results](https://www.philasd.org/research/2025/07/17/spring-2024-cte-graduate-follow-up-survey-results/) - The Pennsylvania Department of Education (PDE) requires school districts to conduct a follow-up survey with graduates of their Career and Technical Education (CTE) programs. The 2024 graduate follow-up survey asked whether CTE graduates from the class of 2023 had enrolled in college, continued to work or train in their CTE field of study, or pursued other activities.
- [Philadelphia Public School Enrollment, 2024-25](https://www.philasd.org/research/2025/04/23/philadelphia-public-school-enrollment-2024-25/) - This brief provides information about enrollment patterns for K-12 students in Philadelphia’s public schools based on data from the October 1 Enrollment Snapshot. The brief looks at enrollment trends from 2014-15 through the present school year, with a particular focus on 2023-24 to 2024-25.
- [Illustrative Math Curriculum Implementation Evaluation: Year 1](https://www.philasd.org/research/2025/04/07/illustrative-math-curriculum-implementation-evaluation-year-1/) - This report summarizes the evaluation of the first year of the School District of Philadelphia's implementation of the Illustrative Math curriculum, using data from surveys and focus groups to identify facilitators and barriers to implementation within SDP’s context.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2023-24 Data)](https://www.philasd.org/research/2025/04/11/education-of-children-and-youth-experiencing-homelessness-analysis-of-2023-24-data/) - The Pennsylvania Department of Education (PDE) provides grant funding to eight regions in Pennsylvania to serve students experiencing homelessness through the Education for Children and Youth Experiencing Homelessness (ECYEH) program. This brief provides information about progress toward the goals of the ECYEH grant program and priorities of SDP staff.
- [2022-23 PSSA Results for District Students Show Improvements in Math and Science, Stability for ELA; Keystone Results Show Declines in Algebra and Biology but Improvement in Literature](https://www.philasd.org/research/2023/12/04/2022-23-pssa-results-for-district-students-show-improvements-in-math-and-science-stability-for-ela-keystone-results-show-declines-in-algebra-and-biology-but-improvement-in-literature/) - On November 8, 2023 PDE published the results of the state standardized tests administered in the 2022-23 school year. Statewide results show mixed results for ELA, with improvement from 2022 for 3rd grade but declines for 7th and 8th grades. PSSA math and science scores improved over 2022 for all grades across Pennsylvania. Although proficiency rates for SDP students are lower than statewide rates, SDP students’ year-over-year results align with the statewide results; we see overall signs of post-pandemic improvement, especially in grades 3-8 math and science.
- [2021-22 PSSA and Keystone Results for District Students Highlight Areas for Post-Covid Recovery and Growth](https://www.philasd.org/research/2023/01/17/2021-22-pssa-and-keystone-results-for-district-students-highlight-areas-for-post-covid-recovery-and-growth/) - The 2021-22 school year was the first year that the PSSAs and Keystones were administered normally since 2018-19 (pre-pandemic). In late November, PDE published the results of the state standardized tests administered in the 2021-22 school year.
- [Listening and Learning: Student Attendance](https://www.philasd.org/research/2023/06/29/listening-and-learning-student-attendance/) - Through Listening and Learning sessions held from February to May 2023, we sought to better understand the challenges and barriers that prevent students from attending school on time every day. This slide deck presents the findings from sessions with school leaders and students.
- [Overview of the 2022-23 School Performance Outcomes Table (SPOTlight) and School Progress Report on Education and Equity (SPREE)](https://www.philasd.org/research/2024/08/12/overview-of-the-2022-23-school-performance-outcomes-table-spotlight-and-school-progress-report-on-education-and-equity-spree/) - This slide deck provides an overview of the 2022-23 SPOTlight and SPREE for District and charter schools, including the structure, metrics, scoring, and summary of results.
- [Explore the 2022-23 SPOTlight and School Progress Report on Education & Equity (SPREE)](https://www.philasd.org/research/2024/08/12/explore-the-2022-23-spotlight-and-school-progress-report-on-education-equity-spree/) - The full suite of products related to the 2022-23 School Progress Report on Education & Equity (SPREE) are now available! The SPREE is released every year and provides a summary of how each school is performing and improving on the Goals & Guardrails and other important conditions for success.
- [Understanding Gun Violence among School-Age Youth](https://www.philasd.org/research/2024/06/27/understanding-gun-violence-among-school-age-youth/) - In April 2024, the Stoneleigh Foundation hosted a panel discussion on the ways in which gun violence is impacting Philadelphia’s schools and students. Representatives from the School District of Philadelphia presented research that is informing policy and practice and improving public safety.
- [School District of Philadelphia Shows Progress in Post-Pandemic Academic Recovery](https://www.philasd.org/research/2024/03/07/school-district-of-philadelphia-shows-progress-in-post-pandemic-academic-recovery/) - In January 2024, the Education Recovery Scorecard issued a report on the first year of Covid-related academic recovery for school districts in 30 states. According to the research team, the School District of Philadelphia (SDP) is outpacing other large urban districts nationwide and many districts in Pennsylvania in recovering from the pandemic. In math, Philadelphia students recovered nearly half a grade level of learning during the 2022-2023 school year. In reading, Philadelphia students also made gains over the same period.
- [School Progress Report on Education and Equity (SPREE) for School Year 2021-22](https://www.philasd.org/research/2023/05/05/school-progress-report-on-education-and-equity-spree-for-school-year-2021-22/) - The School Progress Report on Education and Equity (SPREE) for school year 2021-22 is now available. The SPREE is a yearly report that highlights our overall progress as a District and shows each school’s growth, both in traditional performance measures like proficiency on state assessments and graduation rates, and in additional measures like school climate, culture, and opportunity.
- [Patterns of Student Mobility Among English Learner Students in Public High Schools in Philadelphia](https://www.philasd.org/research/2025/03/21/patterns-of-student-mobility-among-english-learner-students-in-public-high-schools-in-philadelphia/) - This Philadelphia Education Research Consortium (PERC) study focuses on recent patterns of high-school student mobility within SDP and seeks to deepen our understanding of how ELs experience mobility.
- [Quality Teaching for English Learners (QTEL): 2023-24 Implementation Report](https://www.philasd.org/research/2025/03/11/quality-teaching-for-english-learners-qtel-2023-24-implementation-report/) - The Quality Teaching for English Learners™ initiative is a research-based professional development program for teachers, coaches, and school leadership devoted to improving educator capacity to support the linguistic and academic development of English Learners (ELs) and other students needing to develop academic uses of English. This report summarizes the results of a year-long implementation evaluation of the QTEL initiative.
- [2025-26 and 2026-27 Academic Calendar Feedback Survey Results](https://www.philasd.org/research/2025/02/27/2025-26-and-2026-27-academic-calendar-feedback-survey-results/) - In September 2024, the School District of Philadelphia (SDP) opened a public survey for stakeholders to provide input on the Academic Calendars for 2025-26 and 2026-27. This report summarizes responses to the 16,485 survey responses received, including preferences for each calendar year and key themes that emerged from comments on open-ended questions.
- [Summer Programs 2024: Offerings, Attendance, Survey Results, and Recommendations](https://www.philasd.org/research/2025/02/27/summer-programs-2024-offerings-attendance-survey-results-and-recommendations/) - Each year, the School District of Philadelphia (SDP) and its partner organizations offer a variety of summer programs to ensure that students have the opportunity to continue learning during the summer months. This report provides a summary of the 2024 summer programs, including information about enrollment and attendance, and findings from surveys.
- [Highlights of Key Findings from the Superintendent’s Listening and Learning Tour](https://www.philasd.org/research/2023/01/23/highlights-of-key-findings-from-the-superintendents-listening-and-learning-tour/) - On June 16, 2022, Dr. Tony Watlington became the new superintendent of the School District of Philadelphia (SDP) and started his tenure by outlining a three-phase plan that would facilitate his transition into the role. Phase 1 of the plan covered his first 100 days as SDP superintendent and was focused on conducting a “Listening and Learning Tour” across Philadelphia. The Office of Evaluation, Research, and Accountability (ERA) analyzed the data and published a condensed summary and an expanded slide deck.
- [2023-24 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2025/02/07/2023-24-senior-exit-survey-district-level-report/) - The Senior Exit Survey is administered annually each spring by the Office of Research and Evaluation (ORE). In 2023-24, ORE received responses from 6,718 seniors at 78 District high schools, representing 73.4% of enrolled 12th grade students. This slide deck presents a summary of survey results.
- [Facilities Planning Process: A Summary of Stakeholder Feedback](https://www.philasd.org/research/2025/01/31/facilities-planning-process-a-summary-of-stakeholder-feedback/) - During Phase 8 of the Facilities Planning Process, District staff held informational town halls and feedback sessions in November–December 2024. In addition to the feedback sessions, all stakeholder groups were invited to share feedback via an online School Building Survey. A summary of key results from the facilities feedback sessions, the School Building Survey, and the annual Philly School Experience Survey can be found by visiting our website linked in this post.
- [An Analysis of the Act 158 Graduation Pathways Used by Graduating Seniors in 2022-23](https://www.philasd.org/research/2024/12/18/an-analysis-of-the-act-158-graduation-pathways-used-by-graduating-seniors-in-2022-23/) - Pennsylvania's Act 158 created a statewide graduation requirement for all Pennsylvania high school students. Students who were in 12th grade during the 2022-23 school year were the first graduates who needed to satisfy the Act 158 requirements. This brief summarizes completion rates of the five pathways for this group of students.
- [2023-24 Philly School Experience Survey Results](https://www.philasd.org/research/2024/12/13/2023-24-philly-school-experience-survey-results/) - The annual Philly School Experience Survey (PSES) is one of the best tools we have for monitoring conditions in Philadelphia public schools. This deck summarizes the 2023-24 survey results for District and alternative schools, highlighting system-level trends across the six core survey topics.
- [Illustrative Math Implementation Study 2023-24: Focus Group Findings](https://www.philasd.org/research/2024/11/20/illustrative-math-implementation-study-2023-24-focus-group-findings/) - As part of an ambitious vision for mathematics equity and achievement, the School District of Philadelphia (SDP) adopted Illustrative Math (IM) for the district-wide K-12 math curriculum in 2023-24. In Year 1, the Office of Research and Evaluation conducted focus groups to answer the question: What were the barriers and facilitators to implementing Illustrative Math with integrity? This slide deck summarizes the findings from these focus groups and provides recommendations for continuing to improve the implementation of Illustrative Math.
- [Relationship Between Star Assessments and PSSA Performance, 2022-23](https://www.philasd.org/research/2024/09/30/relationship-between-star-assessments-and-pssa-performance-2022-23/) - The 2022-23 school year was the second year that the School District of Philadelphia used the suite of Star Assessments as universal screeners for reading and math for students in grades K-12. This report examines the statistical relationship between Star Reading, Star Math, and student performance on the PSSAs.
- [2022-23 Four-Year High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2024/08/30/2022-23-four-year-high-school-graduation-rates-in-philadelphia/) - As an important metric of students’ readiness for college and career, the School District of Philadelphia (SDP) monitors high school graduation rates each year. This brief examines graduation rates in public schools in the city of Philadelphia, comparing trends for District, Alternative, and Charter schools.
- [Results from the 2024 Graduate Follow-up Survey](https://www.philasd.org/research/2024/08/28/results-from-the-2024-graduate-follow-up-survey/) - In January 2024, the Office of Research and Evaluation contacted Senior Exit Survey respondents from the Classes of 2019-20, 2020-21, and 2021-22 to conduct a Graduate Follow-up Survey. Results from the Graduate Follow-up Survey help SDP understand the education and career pursuits of recent high school graduates, learn about obstacles graduates faced in pursuing post-high school plans, and gain insights about how graduates transition into postsecondary education or the workforce.
- [The When and How of Keystone Exams in the School District of Philadelphia](https://www.philasd.org/research/2024/07/31/the-when-and-how-of-keystone-exams-in-the-school-district-of-philadelphia/) - The Philadelphia Education Research Consortium (PERC) study explores the “when and how” of Keystone Exams in the School District of Philadelphia, examining the timing of when students first take Keystone-associated courses, the share of students that pass those courses upon their first attempt, and the Keystone exam-taking patterns of those who pass and fail those courses.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2022-23 Data)](https://www.philasd.org/research/2024/07/26/education-of-children-and-youth-experiencing-homelessness-analysis-of-2022-23-data/) - The Pennsylvania Department of Education (PDE) provides grant funding to eight regions in Pennsylvania to serve students experiencing homelessness through the Education for Children and Youth Experiencing Homelessness (ECYEH) program. This brief provides information about progress toward the goals of the ECYEH grant program and priorities of SDP staff.
- [Results from the Spring 2023 CTE Graduate Follow-up Survey](https://www.philasd.org/research/2024/07/16/results-from-the-spring-2023-cte-graduate-follow-up-survey/) - The Pennsylvania Department of Education (PDE) requires school districts to conduct a follow-up survey with graduates of their Career and Technical Education (CTE) programs to learn about their experiences after graduation. This graduate follow-up survey asked whether Class of 2022 CTE graduates had enrolled in college, continued to work or train in their CTE field of study, or pursued other activities.
- [A Summary of District-Wide Assessments Administered to SDP Students During the 2022-23 School Year](https://www.philasd.org/research/2024/07/08/a-summary-of-district-wide-assessments-administered-to-sdp-students-during-the-2022-23-school-year/) - This brief provides a summary of the major assessments administered in the School District of Philadelphia (SDP) and student participation in these assessments during the 2022-23 school year.
- [Implementation and Outcomes of the Together is Better Program: 2022-23](https://www.philasd.org/research/2024/05/23/implementation-and-outcomes-of-the-together-is-better-program-2022-23/) - Together is Better (TIB) is a program that supports the implementation of a co-teaching English Learner (EL) model in a small subset of District schools. This report focuses on the final year of grant-funded TIB program implementation (2022-23) in order to understand program implementation and participants’ experiences with the program, and to inform future supports for teaching EL students and co-teaching.
- [Summary of Student Responses from the 2023 Youth Risk Behavior Survey – Philadelphia](https://www.philasd.org/research/2024/05/16/summary-of-student-responses-from-the-2023-youth-risk-behavior-survey-philadelphia/) - As part of the Promoting Adolescent Student Health (PASH) grant, the Office of Research and Evaluation (ORE) administers the Youth Risk Behavior Survey (YRBS) every other year. In spring 2023, the YRBS was administered to a random sample of high school students at 31 randomly selected School District of Philadelphia (SDP) schools, and the CDC compiled a summary of the results.
- [Summary of Student Responses from the 2021 Youth Risk Behavior Survey – Philadelphia](https://www.philasd.org/research/2022/05/21/summary-of-student-responses-from-the-2021-philadelphia-youth-risk-behavior-survey/) - As part of the Promoting Adolescent Student Health (PASH) grant, the Office of Research and Evaluation (ORE) administers the Youth Risk Behavior Survey (YRBS) every other year. In fall 2021, the YRBS was administered to a random sample of high school students at 30 randomly selected School District of Philadelphia (SDP) schools, and the CDC compiled a summary of the results.
- [Student Outcomes and Perspectives on Youth Court in the School District of Philadelphia](https://www.philasd.org/research/2024/05/03/student-outcomes-and-perspectives-on-youth-court-in-the-school-district-of-philadelphia/) - School-based Youth Court is a student-run restorative justice program that helps students to problem-solve and mediate conflicts instead of relying on traditional forms of punishment. The goal of Youth Court is to support a student in repairing the harm that their actions have caused. SDP started implementing school-based Youth Court in the 2017-18 school year. This brief explores the relationship between the implementation of Youth Court and suspension rates and examines the perceptions of the program among students who participate in the Youth Court jury.
- [Keystone Performance Trends in SDP: 2018-19 to 2022-23](https://www.philasd.org/research/2024/04/23/keystone-performance-trends-in-sdp-2018-19-to-2022-23/) - The Keystone exams are end-of-year standardized state assessments typically administered to Pennsylvania students in grades 8-11 as they near completion of the associated English, Algebra, or Biology course. This brief describes annual Keystone exam performance trends between the 2018-19 (pre-Covid) and 2022-23 school years.
- [2021-22 School Selection in SDP](https://www.philasd.org/research/2023/05/08/2021-22-school-selection-in-sdp/) - In the fall of the 2021-22 school year, five substantive changes were made to the School Selection Process, particularly with respect to rising ninth graders applying to criteria-based high schools for the 2022-23 school year. This series of reports provides a summary of eighth grade student qualifications and applications (report 1), initial lottery-based offers of admission (report 2), offers of admission after the waitlist process and student acceptances (report 3), applications and outcomes for external and internal K-12 applicants (report 4), and Fall 2022 student enrollment in criteria-based schools (report 5).
- [Within-Year Student Enrollment Trends, 2017-18](https://www.philasd.org/research/2019/01/06/within-year-student-enrollment-trends-2017-18/) - This brief examines within‐year enrollment trends for students whose first school of record in 2017‐18 was a District, Charter, or Renaissance Charter school.
- [School Selection in SDP: Who Receives Admission Offers, and Which do they Accept?](https://www.philasd.org/research/2020/05/12/school-selection-in-sdp-final-report/) - All eighth-grade students in Philadelphia are encouraged to participate in the School Selection Process (SSP) to choose a school for ninth grade. This three-part series of research reports takes an in-depth look at four years of ninth-grade SSP admissions (2015-16 through 2018-19).
- [Demographic Enrollment Trends and School Progress Report (SPR) Performance from 2014-15 to 2018-19](https://www.philasd.org/research/2020/09/18/demographic-enrollment-trends-and-school-progress-report-spr-performance-from-2014-15-to-2018-19/) - A summary of school-level and student-level trends within each SPR performance tier from 2014-15 through 2018-19.
- [School Selection in SDP: Applications and Admissions to 9th Grade for School Year 2020-21](https://www.philasd.org/research/2021/05/14/school-selection-in-sdp-applications-and-admissions-to-9th-grade-for-school-year-2020-21/) - In 2020, we published a three-part series of reports that took an in-depth look at four years of 9th-grade school selection process admissions (2015-16 through 2018-19). This report extends that analysis by summarizing applications and admissions to 9th grade during the 2020-21 selection process (for the 2021-22 school year).
- [Philadelphia Public School Enrollment, 2019-20 and 2020-21](https://www.philasd.org/research/2021/06/11/philadelphia-public-school-enrollment-2019-20-and-2020-21/) - This brief explores 2020-21 student enrollment patterns at District, Alternative, Charter, and Cyber Charter schools in Philadelphia, including by school admission type and student demographics, as well as changes in those patterns over time.
- [Where do 9th Graders go to School? An Analysis of Home Zip Codes and 9th Grade School Enrollment, 2017-18 to 2020-21](https://www.philasd.org/research/2022/02/04/where-do-9th-graders-go-to-school-an-analysis-of-home-zip-codes-and-9th-grade-school-enrollment-2015-16-to-2018-19/) - This brief looks at geographical trends in enrollment at SDP high schools from 2017-18 to 2020-21 by examining the relationships between two key variables: 1) which SDP high schools first time 9th graders enroll in and 2) those students’ home zip codes.
- [Philadelphia Public School Enrollment, 2020-21 and 2021-22](https://www.philasd.org/research/2022/03/21/philadelphia-public-school-enrollment-2020-21-and-2021-22/) - This brief explores 2021-22 student enrollment patterns at District, Alternative, Charter, and Cyber Charter schools in Philadelphia, including by school admission type and student demographics, as well as changes in those patterns over time.
- [School Selection: Enrollment of First-Time 9th Graders at District High Schools, 2019-20 through 2022-23](https://www.philasd.org/research/2023/05/08/school-selection-enrollment-of-first-time-9th-graders-at-district-high-schools-2019-20-through-2022-23/) - This report continues a series of publications examining the School District of Philadelphia’s (SDP) 2021-22 school selection process (SSP), and summarizes the last phase of the school selection process with a specific focus on high school enrollment results for 9th grade students in Fall 2022.
- [Philadelphia Public School Enrollment, 2022-23](https://www.philasd.org/research/2023/02/07/philadelphia-public-school-enrollment-2022-23/) - This brief explores 2022-23 Philadelphia public school enrollment patterns at District, Alternative, Philadelphia Charter, and Cyber Charter schools, including by school admission type and student demographics, as well as changes in those patterns since 2014-15.
- [Fiscal Year 2025 Budget Priorities Survey Results](https://www.philasd.org/research/2024/03/22/fiscal-year-2025-budget-priorities-survey-results/) - In January 2024, the School District of Philadelphia (SDP) Office of Finance, in partnership with the Office of Evaluation, Research, and Accountability, conducted the Fiscal Year 2025 Budget Priorities Survey. A total of 3,641 stakeholders responded to the survey, representing 229 District schools/programs. This slide deck presents a summary of survey results.
- [2022-23 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2024/03/07/2022-23-senior-exit-survey-district-level-report/) - The Senior Exit Survey is administered annually each spring by the Office of Research and Evaluation (ORE). In 2022-23, ORE received responses from 6,620 seniors at 78 District high schools, representing 72% of enrolled 12th grade students. This slide deck presents a summary of survey results.
- [Changes in PSSA Performance Levels, 2014-15 through 2018-19](https://www.philasd.org/research/2019/10/30/changes-in-pssa-performance-levels-2014-15-through-2018-19/) - This brief analyzes SDP progress by student performance level, rather than score; that is, we look at how many students moved across performance levels from one year to the next.
- [PSSA Performance by Primary Disability Category, 2022-23](https://www.philasd.org/research/2024/02/13/pssa-performance-by-primary-disability-category-2022-23/) - This data brief reports on 2022-23 PSSA performance for SDP students who qualify for special education services and have an active Individualized Education Program (IEP). Results are summarized by primary disability category.
- [End of Year Analysis of Participation and Performance on the Star Assessments at the School District of Philadelphia: 2022-23](https://www.philasd.org/research/2023/12/01/end-of-year-analysis-of-participation-and-performance-on-the-star-assessments-at-the-school-district-of-philadelphia-2022-23/) - Since the 2021-22 school year, the School District of Philadelphia (SDP) has administered Star assessments as a universal screener and progress monitoring tool for all grades, K-12. This report summarizes findings on participation, performance, and growth across Fall and Spring Star testing windows in 2022-23, with comparisons to 2021-22 outcomes and details on performance of different student groups. A report addendum extends the analyses to focus on the relationship between attendance and student performance on Star assessments.
- [Understanding and Measuring Perceptions of School Climate and Safety: Insights from the Philly School Experience Survey](https://www.philasd.org/research/2024/01/19/understanding-and-measuring-perceptions-of-school-climate-and-safety-insights-from-the-philly-school-experience-survey/) - During the summer of 2022, the Office of Research and Evaluation held a series of focus groups to better understand how students interpret and respond to key Philly School Experience Survey questions related to school climate and instructional environment. This slide deck presents findings with a focus on student perceptions of school safety, using both qualitative and quantitative analyses to explore the factors underlying specific survey results.
- [Quality Teaching for English Learners (QTEL): 2022-23 Implementation Report](https://www.philasd.org/research/2023/11/29/quality-teaching-for-english-learners-qtel-2022-23-implementation-report/) - The 2022-23 Quality Teaching for English Learners (QTEL) initiative in SDP consisted of a series of professional development opportunities for K-12 educators across 29 schools. This report summarizes the results of a year-long implementation evaluation of the QTEL initiative.
- [Listening and Learning: Teacher Attendance and Retention](https://www.philasd.org/research/2024/01/09/listening-and-learning-teacher-attendance-and-retention/) - Through Listening and Learning sessions held from February to May 2023, we sought to better understand the factors that most impact teacher attendance and retention. This slide deck presents the findings from sessions with School-Based Teacher Leaders (STBLs), school leaders, and Central Office staff.
- [2021-22 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2023/05/05/2021-22-senior-exit-survey-district-level-report/) - The Senior Exit Survey is administered annually each spring by the Office of Research and Evaluation (ORE). In 2021-22, ORE received responses from 6,075 seniors at 75 District high schools, representing 66% of enrolled 12th grade students.
- [2023 Summer Programs in SDP: Offerings, Attendance, Survey Results, and Recommendations](https://www.philasd.org/research/2024/01/03/2023-summer-programs-in-sdp-offerings-attendance-survey-results-and-recommendations/) - Each year, SDP and its partner organizations offer a variety of summer programs to ensure that students, especially those most vulnerable to experiencing summer learning loss, have the opportunity to continue learning during the summer months. This report provides a summary of the 2023 summer programs, including information about enrollment and attendance, and findings from surveys and observations.
- [2022 Summer Programs in SDP: Offerings, Attendance, Survey Results, and Recommendations](https://www.philasd.org/research/2023/02/01/2022-summer-programs-in-sdp-offerings-attendance-survey-results-and-recommendations/) - Each year, SDP and its partner organizations offer a variety of summer programs to ensure that students, especially those most vulnerable to experiencing summer learning loss, have the opportunity to continue learning during the summer months. This report provides a summary of the 2022 summer programs, including information about enrollment and attendance, and findings from surveys and observations.
- [2021-22 District-Wide Survey Technical Report](https://www.philasd.org/research/2022/11/22/2021-22-district-wide-survey-technical-report/) - This report describes the framework that guided survey development, the administration of the surveys, the processes of survey reliability testing and validation, and the construction of school-level scores for reports. This version reflects new updates from the 2021-22 District-Wide Survey administration.
- [PSSA Performance Trends in SDP:  2018-19 to 2022-23](https://www.philasd.org/research/2023/12/22/pssa-performance-trends-in-sdp-2018-19-to-2022-23/) - At the School District of Philadelphia, PSSA performance is the focus for three of the five goals adopted by the Board of Education. This data brief describes District-wide trends in PSSA performance between the 2018-19 (pre-Covid) and 2022-23 school years.
- [2022-23 Philly School Experience Survey Results](https://www.philasd.org/research/2023/12/15/2022-23-philly-school-experience-survey-results/) - The annual Philly School Experience Survey (PSES) is one of the best tools we have for monitoring conditions in Philadelphia public schools. This deck summarizes the 2022-23 survey results for District and alternative schools, highlighting system-level trends across the six core survey topics.
- [Ninth Grade On-Track Rates and Their Relationship to On-Time Graduation for First-Time SDP Ninth Graders in 2016-17 through 2018-19](https://www.philasd.org/research/2023/12/12/ninth-grade-on-track-rates-and-their-relationship-to-on-time-graduation-for-first-time-sdp-ninth-graders-in-2016-17-through-2018-19/) - During the 2017-18 school year, the School District of Philadelphia (SDP) developed and launched a new metric to monitor the success of first-time 9th graders. The study described in this brief revisits SDP’s 9th Grade On-Track metric to examine whether the relationship between 9GOT and on-time graduation remains strong for more recent cohorts of students.
- [Analysis of the Relationship between 2021-22 Star Assessment and PSSA Assessment Performance](https://www.philasd.org/research/2023/07/17/analysis-of-the-relationship-between-2021-22-star-assessment-and-pssa-assessment-performance/) - The School District of Philadelphia's Board of Education established Goals and Guardrails that outline achievement goals through the 2025-26 school year. Goals 1 and 3 of this framework aim to increase the percentage of students in grades 3-8 scoring Proficient or Advanced on the PSSA ELA and PSSA Math each year, respectively. Star Reading and Star Math results are used as “Leading Indicators” to track progress toward these goals. This report examines the statistical relationship between Star performance and PSSA performance in 2021-22.
- [Youth Risk Behavior Survey: Selected Results from the School District of Philadelphia (2021)](https://www.philasd.org/research/2023/12/07/youth-risk-behavior-survey-selected-results-from-the-school-district-of-philadelphia-2021/) - In the fall of 2021, the School District of Philadelphia administered the Youth Risk Behavior Survey (YRBS) to 1,351 randomly selected high school students from 30 District schools. This report highlights statistically weighted results from the 2021 Philadelphia YRBS, which means that the results are considered representative of high school students in the entire District.
- [Implementation of the Ninth Grade Academy in 2018-19](https://www.philasd.org/research/2020/02/21/ninth-grade-academy-year-1-report/) - A report on implementation of the Ninth Grade Academy (NGA) model as described by NGA Assistant Principals at 24 District schools.
- [Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School](https://www.philasd.org/research/2023/09/22/exploring-the-diversity-and-supports-for-school-district-of-philadelphia-english-learners-as-they-prepare-to-transition-to-high-school/) - This Philadelphia Education Research Consortium (PERC) study shines a spotlight on ELs in 7th and 8th grade, describing the diversity of home languages spoken, countries and regions of birth, and duration of EL status across the population of English Learners in the years leading up to their transition to high school.
- [English Learner Performance on the 2021-22 ACCESS, Star Reading, and Star Math Assessments](https://www.philasd.org/research/2023/08/11/english-learner-performance-on-the-2021-22-access-star-reading-and-star-math-assessments/) - The ACCESS assessment is administered to English Learners (ELs) annually each winter to measure their progress toward English proficiency. Star Computer Adaptive Tests (CATs) are a suite of assessments administered 3-4 times during the school year to students in grades K-12 that measure students’ reading and math skills, monitor achievement and growth, and track how well students understand skills aligned to state and Common Core standards. Although some ELs are excused from participation in Star, most take Star Reading and Math. This report examines EL performance on the ACCESS and EL performance on Star within the context of ACCESS performance.
- [English Learner (EL) Home Language and Enrollment Trends in the School District of Philadelphia: 2014-15 to 2022-23](https://www.philasd.org/research/2023/08/25/english-learner-el-home-language-and-enrollment-trends-in-the-school-district-of-philadelphia-2014-15-to-2022-23/) - From 2014-15 to 2022-23, English Learner (EL) enrollment in the School District of Philadelphia (SDP) increased both in number of students and as a percentage of the total student population. With this growth, the diversity of home languages spoken in SDP students’ households also increased. The analyses conducted for this brief aim to summarize the growth patterns of EL enrollment and home language diversity in SDP over time.
- [2023-24 and 2024-25 Academic Calendar Survey Results](https://www.philasd.org/research/2023/08/25/2023-24-and-2024-25-academic-calendar-survey-results/) - In November 2022, the School District of Philadelphia (SDP) opened a public survey for stakeholders to provide input on issues related to the Academic Calendar for 2023-24 and 2024-25. This brief summarizes responses to the 3,983 surveys received.
- [Star Math Curriculum Based Measures (CBM) Participation and Performance: 2021-22](https://www.philasd.org/research/2022/10/17/star-math-curriculum-based-measures-cbm-participation-and-performance-2021-22/) - In the 2021-22 school year, the School District of Philadelphia (SDP) transitioned to Star Assessments as the District-wide universal screener for reading and math for all students in grades K-12. Star Assessments can be organized into two categories: computer-adaptive tests (CATs) and curriculum-based measures (CBMs). Star Math CBMs are administered to students in grades K-3. This report examines student participation in and performance on Star Math CBM assessments in the four testing windows during the 2021-22 school year.
- [Star Reading Curriculum Based Measures (CBM) Participation and Performance: 2021-22](https://www.philasd.org/research/2022/10/17/star-reading-curriculum-based-measures-cbm-participation-and-performance-2021-22/) - In the 2021-22 school year, the School District of Philadelphia (SDP) transitioned to Star Assessments as the District-wide universal screener for reading and math for all students in grades K-12. Star Assessments can be organized into two categories: computer-adaptive tests (CATs) and curriculum-based measures (CBMs). Star Reading CBMs are administered to students in grades K-5. This report examines student participation in and performance on Star Reading CBM assessments in the four testing windows during the 2021-22 school year.
- [Analysis of the Relationship between 2021-22 Star Assessment and Keystone Assessment Performance](https://www.philasd.org/research/2023/03/02/analysis-of-the-relationship-between-2021-22-star-assessment-and-keystone-assessment-performance/) - The School District of Philadelphia’s Board of Education’s Goal 4 is focused on improving the reading and math performance of grades 9-11 students on the Keystones. To track progress toward the Goal, the District examines the performance of students on “Leading Indicators,” the within-year assessments of reading and math skills administered multiple times between the annual Keystone exams. This report examines the statistical relationship of Winter and Spring Star performance and Keystone performance in 2021-22.
- [2021-22 Outcomes for First-Time Ninth-Grade Cohort Students Who Did Not Graduate in Four Years](https://www.philasd.org/research/2023/07/14/2021-22-outcomes-for-first-time-ninth-grade-cohort-students-who-did-not-graduate-in-four-years/) - This brief complements the 2021-22 four-year graduation brief by presenting the 2021-22 outcomes for students at District and Alternative schools who did not graduate from high school in four years.
- [Student Attendance Patterns in Philadelphia, 2017-18 to 2021-22](https://www.philasd.org/research/2023/06/09/student-attendance-patterns-in-philadelphia-2017-18-to-2021-22/) - Attendance is important for positive educational outcomes. Research has found that high attendance is associated with reading at or above a student’s grade level, scoring at or above grade level in math, and being prepared for college and career. This brief uses attendance data across all students enrolled in District schools, including alternative programs, to identify trends in student attendance from 2017-18 to 2021-22.
- [Household Food Insecurity in the School District of Philadelphia: An Analysis of District-Wide Survey Results, 2021-22](https://www.philasd.org/research/2023/05/10/household-food-insecurity-in-the-school-district-of-philadelphia-an-analysis-of-district-wide-survey-results-2021-22/) - Food insecurity directly impacts physical health and is associated with adverse developmental, behavioral, and social-emotional outcomes. This brief describes the prevalence of food insecurity among SDP households that responded to the District-Wide Survey (DWS) in 2021-22 and examines the differences in food insecurity rates across different student demographic groups and schools.
- [Summary of District-Wide Assessments Administered to SDP Students During the 2020-21 School Year](https://www.philasd.org/research/2022/02/18/summary-of-district-wide-assessments-administered-to-sdp-students-during-the-2020-21-school-year/) - This brief describes which District-wide tests, among those regularly administered by the Office of Assessment each year, were administered during the mostly virtual 2020-21 school year. For those tests that were administered, details on about student participation are provided.
- [Findings from Student Responses to Questions about Mental Health and Suicide from the 2019 Philadelphia Youth Risk Behavior Survey](https://www.philasd.org/research/2020/11/09/findings-from-student-responses-to-questions-about-mental-health-and-suicide-from-the-2019-philadelphia-youth-risk-behavior-survey/) - This report analyzes student responses to four questions related to mental health and suicide that were asked on the 2019 Philadelphia YRBS.
- [Youth Risk Behavior Survey: Selected Results from the School District of Philadelphia](https://www.philasd.org/research/2020/08/18/youth-risk-behavior-survey-selected-results-from-the-school-district-of-philadelphia/) - This report uses YRBS data from 2009 through 2019 to show changes in risk behaviors reported by high school students. It provides a general overview of these behaviors, then presents related findings in six sections: mental health, safety and violence, substance use, sexual health, nutrition and physical activity, and physical health. This report also explores how certain students may be more at risk based on their race/ethnicity, gender, or sexual orientation.
- [A Summary of District-Wide Assessments Administered to SDP Students During the 2021-22 School Year](https://www.philasd.org/research/2023/04/24/a-summary-of-district-wide-assessments-administered-to-sdp-students-during-the-2021-22-school-year/) - This brief describes the District-wide tests administered at the School District of Philadelphia (SDP) during the 2021-22 school year and provides details about student participation.
- [2021-22 Four-Year High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2023/03/22/2021-22-four-year-high-school-graduation-rates-in-philadelphia/) - As one of the primary measures of students’ college and career readiness, the School District of Philadelphia (SDP) closely monitors graduation rates each year. This brief explores graduation rates across public schools in the city of Philadelphia in 2021-22, comparing trends for District, Alternative, and Charter schools.
- [Educating Students who Attended Quarantine School in 2021-22 due to Covid-19](https://www.philasd.org/research/2023/03/17/educating-students-who-attended-quarantine-school-in-2021-22-due-to-covid-19/) - In the 2021-22 school year, the School District of Philadelphia (SDP) created a fully virtual Quarantine School for SDP students who needed to quarantine at home due to the Covid-19 pandemic. This report summarizes 2021-22 Quarantine School attendance, describes what took place in the Quarantine School virtual classrooms, and examines feedback from students, parents, and teachers about their experiences with Quarantine School.
- [School District of Philadelphia Graduation Rates: Definitions and Trends](https://www.philasd.org/research/2020/05/04/school-district-of-philadelphia-graduation-rates-definitions-and-trends/) - This introduction to the two SDP graduation rates explains how the metrics are calculated and how contributing factors have changed over time. It also outlines six-year trends in SDP's graduation metrics (2013-14 through 2018-19).
- [Changing the Finish Line: Implications of new graduation requirements in the School District of Philadelphia](https://www.philasd.org/research/2022/10/27/changing-the-finish-line-implications-of-new-graduation-requirements-in-the-school-district-of-philadelphia/) - Beginning with the class of 2023, Pennsylvania high school students will need to demonstrate career or postsecondary preparedness to meet statewide graduation requirements and receive a diploma. This Philadelphia Education Research Consortium (PERC) publication examines Pennsylvania’s new graduation requirements (Act 158), including the results of an analysis using historical District data to explore potential impacts for school communities.
- [On-Track but Vulnerable: 9th Grade Warning Signs of 10th Grade Struggles](https://www.philasd.org/research/2019/07/30/on-track-but-vulnerable-9th-grade-warning-signs-of-10th-grade-struggles/) - A retrospective analysis of the academic trajectories of SDP 9th-graders who were on track to graduate in 2014-15. This brief identifies the 9th-grade characteristics that predict higher and lower graduation rates and also includes information about Keystone performance.
- [PSSA and Keystone Performance Trends: 2014-15 to 2021-22](https://www.philasd.org/research/2023/01/17/pssa-and-keystone-performance-trends-2014-15-to-2021-22/) - The 2021-22 school year was the first year that the PSSAs and Keystones were administered normally since 2018-19 (pre-pandemic). These briefs describe District-wide performance trends on the PSSAs and the Keystone exams from 2014-15 to 2021-22.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2021-22 Data)](https://www.philasd.org/research/2023/02/21/education-of-children-and-youth-experiencing-homelessness-analysis-of-2021-22-data/) - The Pennsylvania Department of Education (PDE) provides grant funding to eight regions in Pennsylvania to serve students experiencing homelessness through the Education for Children and Youth Experiencing Homelessness (ECYEH) program. This brief provides information about progress toward the goals of the ECYEH grant program and priorities of SDP staff.
- [The School District of Philadelphia in Context: Changes in Statewide PSSA Performance, 2019-2022](https://www.philasd.org/research/2023/02/07/the-school-district-of-philadelphia-in-context-changes-in-statewide-pssa-performance-2019-2022/) - This research brief highlights the changes in the percentage of students scoring in the Proficient or Advanced performance groups on the PSSA exams from 2019 (pre-Covid) to 2022 (post-Covid) in Pennsylvania school districts.
- [2021-22 School Selection: Applications, Admission Offers, and Student Acceptances by Internal and External Students Applying to Grades K-12](https://www.philasd.org/research/2022/08/25/2021-22-school-selection-applications-admission-offers-and-student-acceptances-by-internal-and-external-students-applying-to-grades-k-12/) - This brief extends an ongoing series of reports examining SDP's 2021-22 school selection process, offering a summary of the number of external and internal K-12 applicants to SDP schools.
- [Summary of 2020-21 High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2022/05/25/summary-of-2020-21-high-school-graduation-rates-in-philadelphia/) - As one of the primary measures of students’ college and career readiness, the School District of Philadelphia (SDP) closely monitors graduation rates each year. This brief explores graduation rates across public schools in the city of Philadelphia in 2020-21, comparing trends for District, Alternative, and Charter schools.
- [Results from the Spring 2022 CTE Graduate Follow-up Survey](https://www.philasd.org/research/2022/11/30/results-from-the-spring-2022-cte-graduate-follow-up-survey/) - The Pennsylvania Department of Education requires each district to survey exiting seniors about their intentions after high school—specifically, whether students plan to obtain additional education, secure employment, or pursue other activities. This graduate follow-up survey asked Career and Technical Education (CTE) students from the class of 2021 about their experiences after graduation.
- [Key determinants to school breakfast program implementation in Philadelphia public schools: Implications for the role of SNAP-Ed](https://www.philasd.org/research/2022/10/21/key-determinants-to-school-breakfast-program-implementation-in-philadelphia-public-schools-implications-for-the-role-of-snap-ed/) - Eating breakfast has a positive association with students' academic outcomes and attendance. Universal school breakfast programs can mitigate food insecurity of families whose students are in the public school system, but low participation rates pose implementation challenges for schools and districts trying to meet the needs of their students. This report evaluates the determinants of implementing two different school breakfast programs and pragmatic strategies for serving breakfast in ways that maximize student participation.
- [Classroom Modernizations: Cohort 5 (2021-22) Evaluation](https://www.philasd.org/research/2022/10/11/classroom-modernizations-cohort-5-2021-22-evaluation/) - In the summer of 2021, the School District of Philadelphia (SDP) redesigned 133 pre-kindergarten to third-grade classrooms into interactive learning environments. Physical renovations and classroom set-ups were completed by the start of the 2021-22 school year. This was the fifth cohort of classrooms to receive renovations and accompanying professional development sessions and materials. This report uses teacher survey data to evaluate teacher satisfaction with the project and perceived benefits to instructional practices and student outcomes.
- [Literacy and Learning Centers: Cohort 3 (2019-20) Evaluation](https://www.philasd.org/research/2021/05/24/literacy-and-learning-centers-19-20/) - An evaluation of the implementation and impact of the Literacy and Learning Centers project.
- [Literacy and Learning Centers 2018-19 Evaluation Report](https://www.philasd.org/research/2020/01/16/literacy-and-learning-centers-2018-19-evaluation-report/) - Implementation, teacher satisfaction and perceptions of student outcomes, and literacy and attendance rates associated with SDP classroom renovations and professional development.
- [2017-18 Literacy and Learning Centers Evaluation Report](https://www.philasd.org/research/2019/04/01/2017-18-literacy-and-learning-centers-evaluation-report/) - This evaluation describes the renovations, professional development, teacher satisfaction, and student outcomes associated with SDP's 2017-18 K-2 classroom redesign.
- [Diversity, Equity, and Inclusion (DEI) Scores on the District-Wide Survey and School Trends, 2020-21](https://www.philasd.org/research/2022/09/30/diversity-equity-and-inclusion-dei-scores-on-the-district-wide-survey-and-school-trends-2020-21/) - In spring 2021, new questions related to the topics of diversity, equity, and inclusion (DEI) were added to the District-Wide Surveys. This is the second report exploring these survey responses from 2020-21.
- [Academic Parent Teacher Teams (APTT) 2021-22 Implementation Brief](https://www.philasd.org/research/2022/09/29/academic-parent-teacher-teams-aptt-2021-22-implementation-brief/) - Academic Parent-Teacher Teams (APTT) is a family engagement program aimed at strengthening family-school partnerships. During meetings held three times a year, teachers share student data, guide data-driven conversations, and provide parents/guardians with timely information and academic resources to support student learning. In this research brief, we looked at implementation of APTT at six schools during the 2021-22 school year.
- [Digital Learning During Summer 2020: A Summary of Offerings, Participation, Implementation, and Lessons Learned](https://www.philasd.org/research/2020/10/23/digital-learning-during-summer-2020-a-summary-of-offerings-participation-implementation-and-lessons-learned/) - During summer 2020, SDP offered a variety of online programs to support student learning. This report summarizes findings from an evaluation of four offerings: Summer Opportunity for Academic Review (SOAR), English Learner Summer Program for Newcomers (ELSP), Extended School Year (ESY), and Credit Recovery.
- [Fall 2021 Performance on the Star Assessments for Students who Attended 2021 Summer Programs offered by SDP](https://www.philasd.org/research/2022/09/02/fall-2021-performance-on-the-star-assessments-for-students-who-attended-2021-summer-programs-offered-by-sdp/) - This report and the accompanying addendum examine fall 2021 Star Reading and Math assessment performance for SDP students who attended 2021 summer programming compared to a matched sample of students who did not attend summer programming.
- [Within-Year Reading and Math Assessment Participation and Performance for Students in Grades K-12: A comparison of Fall 2020 and Fall 2021](https://www.philasd.org/research/2022/08/24/within-year-reading-assessment-participation-and-performance-for-students-in-grades-k-12-a-comparison-of-fall-2020-and-fall-2021/) - In fall 2020, all SDP students in grades K-12 attended school virtually due to the Covid-19 pandemic, and students in grades K-5 took the within-year aimswebPlus Reading and Math assessments while students in grades 6-12 took the within-year Star Reading and Math assessments. In fall 2021, students returned to school in person, and all grades K-12 took the within-year Star Reading and Math assessments. Star includes an additional performance group, and the process of categorizing students into performance groups differs between aimswebPlus and Star. This set of reports compares student participation and performance on the within-year assessments in fall 2020 and fall 2021 given this context.
- [An Analysis of How Enrollment Demographics, School Climate, and School Staffing are Related to Academic Performance](https://www.philasd.org/research/2022/08/17/analysis-of-enrollment-demographics-school-climate-and-school-staffing-relationship-to-academic-performance/) - When selecting which data to use to monitor progress towards the Board's Goals & Guardrails, the School District of Philadelphia used prior research that identified relationships between certain data points and school-level outcomes. The selected data points reflect a broad range of specific, measurable characteristics of schools, but they can also be seen as three distinct “sets” of data points reflecting enrollment demographics, school staffing, and school climate. This brief seeks to identify which sets of predictor variables best predict the academic outcome variables and, therefore, provide the best “signals” for identifying groups of schools with common underlying root causes.
- [Participation and Performance on the Star Assessments at the School District of Philadelphia: 2021-22](https://www.philasd.org/research/2022/08/18/participation-and-performance-on-the-star-assessments-at-the-school-district-of-philadelphia-2021-22/) - The 2021-22 school year was the first year that the School District of Philadelphia (SDP) administered the Renaissance Star assessments as a universal screening tool to all students in grades K-12. This series of end of year reports provides an in-depth look at participation and performance patterns as measured during the four 2021-22 Star assessment windows (Fall, Winter 1, Winter 2, and Spring).
- [Trends in early literacy performance: aimsweb reading assessments from 2014-15 to 2018-19](https://www.philasd.org/research/2022/08/18/trends-in-early-literacy-performance-aimsweb-reading-assessments-from-2014-15-to-2018-19/) - From 2014-15 through 2020-21, the School District of Philadelphia (SDP) assessed literacy proficiency for K-5 students using aimsweb and aimswebPlus, universal early literacy screening, benchmarking, and progress-monitoring tools from Pearson. This report uses both a cohort analysis and a cross-sectional analysis of aimsweb results to examine the literacy performance from 2014-15 to 2018-19 of three kindergarten cohorts.
- [Trends in 3rd grade ELA PSSA assessment anchor performance from 2014-15 to 2018-19](https://www.philasd.org/research/2022/07/29/trends-in-3rd-grade-ela-pssa-assessment-anchor-performance-from-2014-15-to-2018-19/) - The Pennsylvania System of School Assessment (PSSA) is comprised of multiple assessment anchors that represent categories of subject matter (skills and concepts). A strength profile (low, medium, high) is assigned for each anchor by weighting the anchor raw score by the difficulty of the items. This report examines the percentage of students who scored in the high, medium, and low strength profiles on each of the 3rd grade ELA PSSA assessment anchors from 2014-15 to 2018-19, identifying differences in strength profile patterns by student demographic group.
- [Trends in 3rd grade ELA PSSA scale scores from 2014-15 to 2018-19](https://www.philasd.org/research/2022/06/30/trends-in-3rd-grade-ela-pssa-scale-scores-from-2014-15-to-2018-19/) - The Pennsylvania System of School Assessment (PSSA) uses scale scores that correspond to performance tiers (Below Basic, Basic, Proficient, and Advanced). This report examines average scale scores for the 3rd grade ELA PSSA from 2014-15 to 2018-19, identifying differences in scale score patterns by student demographic characteristics and by school.
- [Star Assessment Participation and Star Reading and Math Performance of K-8 Students Receiving Special Education Services in the School District of Philadelphia, Winter 2021-22](https://www.philasd.org/research/2022/06/27/star-assessment-participation-and-star-reading-and-math-performance-of-k-8-students-receiving-special-education-services-in-the-school-district-of-philadelphia-winter-2021-22/) - The School District of Philadelphia Board of Education’s Goals 1-3 are focused on improving the reading and math performance of grades K-8 students on the ELA and Math PSSA tests, both for students overall and for student subgroups. This data brief examines the participation and performance of K-8 students who qualify to receive Special Education services on the Winter 2021-22 within-year Star reading and math assessments.
- [English Learner (EL) Enrollment Trends in the School District of Philadelphia: 2015-16 to 2019-20](https://www.philasd.org/research/2022/06/23/english-learner-el-enrollment-trends-in-the-school-district-of-philadelphia-2015-16-to-2019-20/) - The School District of Philadelphia's English Learner (EL) population includes students from over 130 countries who speak over 100 different languages. By tracking the enrollment trends of ELs in the District, we can identify Learning Networks that have growing EL populations and allocate resources to accommodate for the programs and supports that benefit ELs.
- [Exploratory Analysis of English Learners’ Identified Race/Ethnicity and Home Language in the School District of Philadelphia, 2019-20](https://www.philasd.org/research/2022/06/23/exploratory-analysis-of-english-learners-identified-race-ethnicity-and-home-language-in-the-school-district-of-philadelphia-2019-20/) - Reporting by racial/ethnic subgroup and by English Learner status are crucial tools for investigating disproportionalities, targeting student supports, and monitoring the progress of equity initiatives. However, when student groups are identified in this way, it highlights differences between groups, but may also imply that the differences within those groups are unimportant, or even absent. This brief aims to surface some of the internal diversity within racial/ethnic groups, and within home language groups, by exploring the intersection of race/ethnicity and home language among our students.
- [Star Tests in the School District of Philadelphia: A Summary of Metrics that Describe Achievement and Growth](https://www.philasd.org/research/2022/06/09/star-tests-in-the-school-district-of-philadelphia-a-summary-of-metrics-that-describe-achievement-and-growth/) - In the 2021-22 school year, the District began using Renaissance Star assessments as the screening and progress monitoring tool for all grades, assessing students during four assessment windows throughout the school year. The Star assessments provide multiple metrics that help monitor student performance at each testing window and student growth between testing windows. This reference document discusses what these metrics are, how they are calculated, and what kind of information they provide about student learning.
- [Responses to New Diversity, Equity, and Inclusion (DEI) Questions on the District-Wide Survey, 2020-21](https://www.philasd.org/research/2022/05/05/responses-to-new-diversity-equity-and-inclusion-dei-questions-on-the-district-wide-survey-2020-21/) - New questions related to the topics of diversity, equity, and inclusion (DEI) were added to the District-Wide Surveys in spring 2021 to better understand the perspectives and experiences of parents/guardians, students, teachers, principals/assistant principals, and support staff. This report examines how each group responded to the new DEI questions and how responses differed by respondent demographic characteristics.
- [Household Food Insecurity in the School District of Philadelphia: An Analysis of District-Wide Survey Results, 2020-21](https://www.philasd.org/research/2022/04/29/household-food-insecurity-in-the-school-district-of-philadelphia-an-analysis-of-district-wide-survey-results-2020-21/) - Food insecurity directly impacts physical health and is associated with adverse developmental, behavioral, and social-emotional outcomes. This brief describes the prevalence of food insecurity among SDP households that responded to the District-Wide Survey in 2020-21 and examines the differences in food insecurity rates across different student subgroups and schools.
- [Budget Priorities for the 2022-23 School Year: Survey Results](https://www.philasd.org/research/2022/04/22/budget-priorities-for-the-2022-23-school-year-survey-results/) - In Spring 2022 the Office of Research and Evaluation (ORE) surveyed School District of Philadelphia (SDP) stakeholders about what supports should be prioritized in the budget for the 2022-23 school year. This slide deck provides an overview of feedback and responses.
- [Longitudinal analysis of 2015-16 Kindergarteners' reading performance from 2015-16 to 2018-19 using aimswebPlus and PSSA performance](https://www.philasd.org/research/2022/04/20/longitudinal-analysis-of-2015-16-kindergarteners-reading-performance-from-2015-16-to-2018-19-using-aimswebplus-and-pssa-performance/) - The report is an expansion of a prior report’s discussion of PSSA and aimswebPlus data. The analysis in this report looks more deeply at the differing trajectories of aimswebPlus performance by fall 2015-16 kindergarten aimswebPlus performance group, with comparisons between students who performed in the different spring 2018-19 third grade ELA PSSA performance groups.
- [A New Way to Measure School-Level Linguistic Diversity](https://www.philasd.org/research/2022/04/13/a-new-way-to-measure-school-level-linguistic-diversity/) - The School District of Philadelphia (SDP) serves a diverse student population, and language is a key dimension of this diversity. However, linguistic diversity is not distributed uniformly across schools, and some schools serve students with a much wider variety of linguistic backgrounds than others, requiring different resources and support strategies as a result. The Office of Research and Evaluation has developed a new indicator to better describe the predominant composition of the EL population at a given school.
- [Four-year analysis of 2015-16 Kindergarteners’ aimswebPlus reading and PSSA performance from 2015-16 to 2018-19](https://www.philasd.org/research/2021/10/06/four-year-analysis-of-2015-16-kindergarteners-aimswebplus-reading-and-pssa-performance-from-2015-16-to-2018-19/) - This report examines the reading performance of the 2015-16 kindergarten student cohort over time, including how student performance on the aimswebPlus assessment changed between kindergarten (2015-16) and third grade (2018-19), how student performance on the aimswebPlus assessment change between kindergarten and third grade by demographic characteristics, and how student performance on the aimswebPlus assessment changed between kindergarten and third grade grouped by third grade ELA PSSA performance.
- [Results from the June 2021 Feedback Survey about the School Selection Process](https://www.philasd.org/research/2021/10/08/results-from-the-school-selection-process-survey/) - Each fall, SDP students can apply to attend any school in the District. Although the school selection process (SSP) is open to all grades, 8th-grade students are particularly encouraged to participate by applying to up to five high schools. Fourth-graders are also likely to consider special admission schools that serve 5th grade. We gathered community input on alternative ways of matching students with good-fit schools by considering different admission requirements through a survey that was open May 17-June 11, 2021. A total of 5,849 people responded to the survey, and the responses are summarized in this slide deck.
- [Non-Tested Students in Spring 2021:  An Analysis of Star and AimswebPlus Assessment Participation](https://www.philasd.org/research/2021/11/15/non-tested-students-in-spring-2021-an-analysis-of-star-and-aimswebplus-assessment-participation/) - The School District of Philadelphia implemented a universal K-12 interim assessments program beginning in the 2020-21 school year. All schools across the District administered aimswebPlus for grades K-5 and Star for grades 6-12; reading and math tests were administered for both assessments. The overall goals of this analysis were: (1) to examine whether there are patterns of nonparticipation during the spring assessment window that can provide additional information when interpreting 2020-21 performance and (2) to discover whether there are ways to support increased participation in the 2021-22 testing windows.
- [2020-21 District-Wide Survey Results: Diversity, Equity, and Inclusion Questions](https://www.philasd.org/research/2022/02/25/2020-21-district-wide-survey-results-diversity-equity-and-inclusion/) - This slide deck provides an overview of responses to fifty District-Wide Survey items related to diversity, equity, and inclusion (DEI) that were included on the student, teacher, support staff, principal/AP, and parent/guardian surveys in 2020-21.
- [Results from the Spring 2021 CTE Graduate Follow-up Survey](https://www.philasd.org/research/2021/10/12/results-from-the-spring-2021-cte-graduate-follow-up-survey/) - The Pennsylvania Department of Education requires each district to survey exiting seniors about their intentions after high school—specifically, whether students plan to obtain additional education, secure employment, or pursue other activities. This graduate follow-up survey asked Career and Technical Education (CTE) students from the class of 2020 about their experiences after graduation.
- [2020-21 Senior Exit Survey: CTE Results](https://www.philasd.org/research/2022/03/24/2020-21-senior-exit-survey-cte-results/) - The 2020-21 Senior Exit Survey contained a subset of questions specifically related to Career and Technical Education (CTE). The survey asked self-identified CTE students about their post-graduation plans for further education and employment. This slide deck provides a summary of the survey results for CTE respondents.
- [K-12 Student Participation and Performance on Math and Literacy Assessments during the 2020-21 mostly virtual school year](https://www.philasd.org/research/2021/09/17/k-12-student-participation-and-performance-in-math-and-literacy-assessments-during-the-2020-21-mostly-virtual-school-year/) - These four slide decks provide a District-level overview of K-12 student participation and performance on the aimswebPlus and Star math and literacy assessments. During the 2020-21 school year, aimswebPlus was administered 3 times (fall, winter, and spring) in grades K-5 and Star was administered 4 times in grades 6-8 and 3 times in grades 9-12.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2020-21 Data)](https://www.philasd.org/research/2022/02/25/education-of-children-and-youth-experiencing-homelessness-analysis-of-2020-21-data/) - In collaboration with other city agencies, such as Philadelphia’s Office of Homeless Services, ECYEH priorities include tracking the number of homeless students and providing support such as school enrollment assistance, vouchers for uniforms, transportation passes, and additional funding for school supplies. This brief provides information about progress toward the goals of the ECYEH grant program and priorities of SDP staff.
- [Representativeness of the 2020-21 District-Wide Teacher, Principal, Assistant Principal, and Support Staff Survey Results](https://www.philasd.org/research/2021/12/23/representativeness-of-the-2020-21-district-wide-teacher-principal-assistant-principal-and-support-staff-survey-results/) - The District-Wide Survey (DWS) program measures five key topics related to school improvement—climate, instruction, leadership, professional capacity, and parent/guardian-community ties, while allowing respondents to share their perspectives and provide feedback about how they experience and perceive their schools. This research brief answers two questions about the representativeness, or external validity, of the teacher, principal/assistant principal, and support staff responses from the 2020-21 school year.
- [Ten Best Practices for Teaching and Learning in an Online Environment: A Summary of Existing Literature](https://www.philasd.org/research/2020/05/05/ten-best-practices-for-teaching-and-learning-in-an-online-environment-a-summary-of-existing-literature/) - This brief is a summary of the key findings from articles, frameworks, and dissertations that describe and explain the practices that optimize teaching and learning in an online environment. It details ten key components that should be applied to the online learning environment, as well as recommendations and strategies to support teachers and students in being successful during digital learning.
- [K-12 Student Participation and Performance on aimswebPlus and Star Assessments, Fall 2019 and Fall 2020](https://www.philasd.org/research/2020/11/12/k-12-student-participation-and-performance-on-aimswebplus-and-star-assessments-fall-2019-and-fall-2020/) - This report examines one aspect of the differences between Fall 2020 and Fall 2019: participation and performance on formative assessments in reading and math.
- [2020-21 District-Wide Survey Technical Report](https://www.philasd.org/research/2021/10/12/2020-21-district-wide-survey-technical-report/) - This report describes the framework that guided survey development, the administration of the surveys, the processes of survey reliability testing and validation, and the construction of school-level scores for reports. This version reflects new updates from the 2020-21 DWS administration.
- [Assessment Overview: 2020-21](https://www.philasd.org/research/2021/04/16/2020-21-assessment-overview/) - An outline of all major assessments that SDP students take in grades K through 12 during the 2020-21 school year.
- [Quality Teaching for English Learners (QTEL) Summer Institute: 2020-21 Implementation Report](https://www.philasd.org/research/2021/03/30/quality-teaching-for-english-learners-qtel-summer-institute-2020-21-implementation-report/) - This 16-page brief focuses on the 2020-21 Summer Institute, designed to to provide teachers with a firm foundation of theoretical understanding and corresponding strategies for teaching conceptual, analytic and disciplinary language practices academic language to all students.
- [2021 Summer Programs in SDP:  Offerings, Attendance, Survey Results, and Recommendations](https://www.philasd.org/research/2021/12/08/2021-summer-programs-in-sdp-offerings-attendance-survey-results-and-recommendations/) - In summer 2021, the School District of Philadelphia (SDP) offered a series of virtual and in person summer programs for students who had completed grades PreK-12. In response to students experiencing digital and hybrid learning from March 2020 – June 2021, summer 2021 programming offerings were expanded from previous summers. Nearly 16,000 students enrolled in summer programming, over 12,000 students attended a program for at least one day, and nearly 6,000 students attended at least one program for 75% or more of days.
- [Representativeness of the 2020-21 District-Wide Student and Parent/Guardian Survey Results](https://www.philasd.org/research/2021/10/12/representativeness-of-the-2019-20-district-wide-student-and-parent-guardian-survey-results-2/) - The District-Wide Survey (DWS) program measures five key topics related to school improvement—climate, instruction, leadership, professional capacity, and parent/guardian-community ties, while allowing respondents to share their perspectives and provide feedback about how they experience and perceive their schools. This research brief answers two questions about the representativeness, or external validity, of the student and parent/guardian DWS responses from 2020-21.
- [2020-21 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2021/10/26/2020-21-senior-exit-survey-district-level-report/) - District-level report on findings from a 2020 survey of exiting seniors about whether they plan to obtain additional education, secure employment, or pursue other activities after graduation.
- [Special Education in the School District of Philadelphia:  Recognizing the Landscape, 2019-20](https://www.philasd.org/research/2021/10/18/special-education-in-the-school-district-of-philadelphia-recognizing-the-landscape-2019-20/) - This report provides a descriptive summary of the nine Specialized Service support programs provided to 20,787 students with one or more Individualized Education Plan (IEP) classifications in the School District of Philadelphia during the 2019-20 school year.
- [Special Education in the School District of Philadelphia: Understanding the Landscape, 2018-19](https://www.philasd.org/research/2020/04/02/special-education-in-the-school-district-of-philadelphia-understanding-the-landscape-2018-19/) - This brief provides a descriptive summary of the Individualized Education Program (IEP) classifications of students in the School District of Philadelphia during the 2018-19 school year.
- [Assessing Student Performance Before and During Virtual Learning Using AimswebPlus and Star Assessments](https://www.philasd.org/research/2021/09/03/assessing-student-performance-before-and-during-virtual-learning-a-cohort-comparison-of-student-performance/) - This series of reports compares performance in reading and math assessments for the same set of students over time. The main metric used in the reports is the National Percentile Rank (NPR). NPR is a norm-referenced measure that compares student performance to a national sample of students.
- [Teacher Responses to the Employee Exit Survey, 2017-2021](https://www.philasd.org/research/2021/10/12/teacher-responses-to-the-employee-exit-survey-2017-2021/) - The Employee Exit Survey is an optional survey that every School District of Philadelphia (SDP) employee can complete upon resigning or retiring from their position. It is an opportunity for employees to share the reasons why they chose to leave SDP and offer any feedback to improve employee retention at SDP. This brief examines survey
- [School-wide Positive Behavioral Interventions and Supports (PBIS): Five-year School-wide Outcome Trends](https://www.philasd.org/research/2021/09/14/school-wide-positive-behavioral-interventions-and-supports-pbis-five-year-school-wide-outcome-trends/) - This report examines changes in school-wide outcomes from 2014-15 to 2018-19 for schools that first implemented PBIS in 2014-15 and similar non-PBIS schools. The school-wide outcomes include data on attendance, suspensions, violent and serious incidents, sense of belonging and school safety, and ELA and Math PSSA performance. Overall patterns reveal that, in general, PBIS schools
- [Household Food Insecurity in the School District of Philadelphia: An Analysis of District-Wide Survey Results, 2019-20](https://www.philasd.org/research/2021/09/03/household-food-insecurity-in-the-school-district-of-philadelphia-an-analysis-of-district-wide-survey-results-2019-20/) - This brief describes the prevalence of food insecurity among SDP households that responded to the District-Wide Survey in 2019-20 and examines the differences in food insecurity rates across different student subgroups and schools.
- [2019-20 District-Wide Survey Technical Report](https://www.philasd.org/research/2020/10/16/2019-20-district-wide-survey-technical-report/) - This report describes the framework that guided survey development, the administration of the surveys, the processes of survey reliability testing and validation, and the construction of school-level scores for reports. This version reflects new updates.
- [Budget Priorities for the 2021-22 School Year: Survey Results](https://www.philasd.org/research/2021/06/03/budget-priorities-for-the-2021-22-school-year-survey-results/) - In Spring 2021 the Office of Research and Evaluation (ORE) surveyed School District of Philadelphia (SDP) stakeholders about what supports should be prioritized in the budget for the 2021-22 school year. This slide deck provides an overview of feedback and responses.
- [Analysis of AimswebPlus Math Subtest Performance for K-3 Students, Fall 2020](https://www.philasd.org/research/2021/06/28/analysis-of-aimswebplus-subtest-performance-for-k-3-students-fall-2020-2/) - The District uses aimswebPlus assessments to monitor K-3 math progress on the Leading Indicators. This brief explores two research questions to better understand K-3 aimswebPlus student performance
- [School Support Census: 2019-20](https://www.philasd.org/research/2021/08/03/school-support-census-2020-21/) - Results from an annual survey designed to identify the number and nature of external supports in place at each SDP school. This report summarizes District-level findings from the fourth administration of the Census.
- [Performance of K-3 Students who Received Support from a Reading Specialist in 2019-20](https://www.philasd.org/research/2021/08/05/performance-of-k-3-students-who-received-support-from-a-reading-specialist-in-2019-20/) - This brief summarizes the performance of students who received support from a Reading Specialist before the transition to digital learning and support, from October 2019 (fall) to February 2020 (winter).
- [School Support Census: 2015-16](https://www.philasd.org/research/2016/09/27/school-support-census-2015-16-report/) - Findings from the first School Support Census, administered in 2016.
- [School Support Census: 2016-17](https://www.philasd.org/research/2018/02/22/school-support-census-2016-17-report/) - The School Support Census is an annual survey designed to identify the number and nature of external supports in place at each SDP school. This report summarizes District-level findings from the second School Support Census (2016-17).
- [9th Grade Attendance and Graduation](https://www.philasd.org/research/2017/09/24/9th-grade-attendance-and-graduation/) - Five 9th-grade absences mean a lower graduation rate.
- [From Ninth Grade On-Track to College Matriculation: The Path of the 2015-16 SDP Ninth-Grade Cohort](https://www.philasd.org/research/2020/06/04/from-ninth-grade-on-track-to-college-matriculation-the-path-of-the-2015-16-sdp-ninth-grade-cohort/) - This report builds on previous findings by examining first-fall matriculation outcomes of the 2015-16 first-time ninth-grade cohort who graduated on time (Class of 2019) by their Ninth Grade On-Track status (Firmly On-Track, On-Track But At Risk, and Off-Track). This report also compares matriculation outcomes across demographic characteristics.
- [Graduate Follow-Up Survey Summary](https://www.philasd.org/research/2019/09/05/graduate-follow-up-survey-summary/) - Findings about SDP graduate experiences from the 2018-19 follow-up survey.
- [2018-19 Educational Options Program (EOP) Exit Survey Summary](https://www.philasd.org/research/2019/10/25/2018-19-eop-exit-survey-district-summary/) - Results from senior exit surveys administered by ORE and completed by graduates from SDP's Educational Options Program (EOP) in 2019.
- [Results from SDP's Graduate Follow-Up Survey (Class of 2018)](https://www.philasd.org/research/2020/08/17/results-from-sdps-graduate-follow-up-survey-class-of-2018/) - Results from a new, customized graduate follow-up survey administered to members of the class of 2018.
- [2016-17 Educational Options Program (EOP) Senior Exit Survey Results](https://www.philasd.org/research/2017/11/10/2016-17-educational-options-program-eop-senior-exit-survey-results/) - Results from senior exit surveys administered by ORE and completed by graduates from SDP's Educational Options Program (EOP) in 2017.
- [2017 Senior Exit Surveys: District Summary](https://www.philasd.org/research/2017/11/11/2017-senior-exit-surveys-district-summary/) - Results from a 2017 survey of exiting seniors about whether they plan to obtain additional education, secure employment, or pursue other activities after graduation.
- [2017-18 Educational Options Program (EOP) Senior Exit Survey Summary](https://www.philasd.org/research/2019/04/10/2017-18-educational-options-program-eop-senior-exit-survey-summary/) - Results from senior exit surveys administered by ORE and completed by graduates from SDP’s Educational Options Program (EOP) in 2018.
- [2017-18 Senior Exit Surveys: District Summary](https://www.philasd.org/research/2019/04/15/2017-18-senior-exit-surveys-district-summary/) - Results from a 2018 survey of exiting seniors about whether they plan to obtain additional education, secure employment, or pursue other activities after graduation.
- [2019 Senior Exit Surveys: District Summary](https://www.philasd.org/research/2019/10/26/2019-senior-exit-surveys-district-summary/) - Results from a 2019 survey of exiting seniors about whether they plan to obtain additional education, secure employment, or pursue other activities after graduation.
- [Representativeness of the 2018-19 Senior Exit Survey](https://www.philasd.org/research/2020/07/30/representativeness-of-the-2018-19-senior-exit-survey/) - This brief examines the representativeness of the Senior Exit Survey and aims to describe how generalizable responses from 2018-19 are to the entire population of District seniors.
- [2019-20 Senior Exit Survey: District-Level Report](https://www.philasd.org/research/2020/10/16/2019-20-senior-exit-survey-district-level-report/) - District-level report on findings from a 2019 survey of exiting seniors about whether they plan to obtain additional education, secure employment, or pursue other activities after graduation.
- [Results from Senior Exit Surveys Completed by Graduating Students in the Educational Options Program (EOP) 2019-20](https://www.philasd.org/research/2020/10/20/results-from-senior-exit-surveys-completed-by-graduating-students-in-the-educational-options-program-eop-2019-20/) - Results from a survey administered to seniors in the Educational Options Program.
- [Results from Senior Exit Surveys Completed by Students in Alternative Education Schools Graduating on a Non-Traditional Timeline 2019-20](https://www.philasd.org/research/2020/10/20/results-from-senior-exit-surveys-completed-by-students-in-alternative-education-schools-graduating-on-a-non-traditional-timeline-2019-20/) - Results from a survey administered to alternative education students graduating on a non-traditional timeline.
- [School Support Census Report (2018-19)](https://www.philasd.org/research/2020/01/16/4576/) - Results from an annual survey designed to identify the number and nature of external supports in place at each SDP school. This report summarizes District-level findings from the third administration of the Census.
- [Student Hunger and School Breakfast: Analysis of District-Wide Survey Results and School Breakfast Programs, 2018-19](https://www.philasd.org/research/2020/11/12/student-hunger-and-school-breakfast-analysis-of-district-wide-survey-results-and-school-breakfast-programs-2018-19/) - This report analyzes how student responses to the District-Wide Survey (DWS) questions about eating breakfast relate to the availability of school breakfast programs.
- [Implementation and Outcomes of the Together is Better Program, 2017-20](https://www.philasd.org/research/2020/11/13/implementation-and-outcomes-of-the-together-is-better-program-2017-20/) - This report focuses primarily on the implementation and outcomes of the TIB program at the two schools who participated in the program for both implementation years.
- [SDP's redesigned School Profiles now include transit maps for high schools](https://www.philasd.org/research/2020/12/15/sdps-redesigned-school-profiles-now-include-transit-maps-for-high-schools/) - SDP's School Profiles, which display District-level data as well as school-level information about SPR scores, climate, and standardized test performance, now have an additional functionality: expected public transit times to each high school's physical location from anywhere in the city.
- [K-5 English to Speakers of other Languages (ESOL) Teacher Survey Results](https://www.philasd.org/research/2020/12/31/k-5-english-to-speakers-of-other-languages-esol-teacher-survey-results/) - This slide deck outlines the perceptions and experiences of ESOL teachers and their utilization and satisfaction with SDP’s collaborative English Language Development (ELD) model of instruction.
- [Quality Teaching for English Learners (QTEL): 2019-20 Implementation Report](https://www.philasd.org/research/2021/02/16/quality-teaching-for-english-learners-qtel-2019-20-implementation-report/) - In 2019-20, the School District of Philadelphia (SDP) implemented the QTEL initiative with 115 teachers in grades 6-12 from 29 SDP schools. This 45-page report reviews all components of SDP’s QTEL implementation in 2019-20.
- [Expanding School Breakfast Participation, 2017-18](https://www.philasd.org/research/2019/01/03/expanding-school-breakfast-participation-2017-18/) - An analysis of breakfast participation data from schools that implemented alternative breakfast delivery models and/or participated in the 2017 Breakfast Challenge.
- [Maximizing Students' School Breakfast Participation](https://www.philasd.org/research/2020/10/07/maximizing-students-school-breakfast-participation/) - This report examines several SDP breakfast delivery models and uses data from a two-year study to examine factors related to school breakfast delivery and student participation, analyze implementation challenges, and offer conclusions and recommendations.
- [Defining Success: A New 9th Grade On-Track Definition](https://www.philasd.org/research/2018/05/28/defining-success-a-new-9th-grade-on-track-definition/) - This brief introduces a concise way to measure 9th grade success by providing early indication of a student’s progress to on-time graduation. It also presents supporting evidence from analyses of Chicago Public Schools and internal SDP data.
- [Perceptions of Instruction and 9th Grade On-Track Rates](https://www.philasd.org/research/2019/07/12/perceptions-of-instruction-and-9th-grade-on-track-rates/) - A look at the relationship between student perceptions of school climate and instruction and the percentage of 9th grade students on-track for graduation.
- [From Ninth Grade On-Track to College Matriculation: The Path of the 2015-16 Ninth-Grade Cohort](https://www.philasd.org/research/2020/10/20/from-ninth-grade-on-track-to-college-matriculation-the-path-of-the-2015-16-ninth-grade-cohort/) - SDP's Ninth Grade On-Track metric is an established and validated tool for early identification of students who are not likely to graduate on time. This slide deck summarizes findings found in From Ninth Grade On-Track to College Matriculation: The Path of the 2015-16 SDP Ninth-Grade Cohort, which compared matriculation outcomes across demographic and educational characteristics (gender, race/ethnicity, IEP status, EL status, economic disadvantage, and GPA).
- [Analysis of the 2013-14 9th Grade CTE Cohort](https://www.philasd.org/research/2019/06/01/analysis-of-the-2013-14-9th-grade-cte-cohort/) - This slide deck focuses on key comparisons between 2013-14 and 2014-15 9th-graders who took CTE courses and those who did not.
- [Career and Technical Education (CTE) Program Evaluation, 2014 Mid-Year Report](https://www.philasd.org/research/2014/05/24/career-and-technical-education-cte-program-evaluation-2014-mid-year-report/) - An analysis of the District’s 2010-11 first-time 9th-grade cohort, including a comparison of high school progression and four-year graduation outcomes for CTE and non-CTE students. The findings from this mid-year report suggest that investments in CTE programs in Philadelphia are on track to contribute to higher graduation rates and improved academic performance.
- [Career and Technical Education (CTE) Program Evaluation, 2014](https://www.philasd.org/research/2015/02/24/career-and-technical-education-cte-program-evaluation-2014/) - An examination of the District’s 2010-11 first time 9th-grade cohort, including a comparison of high school progression and four-year graduation outcomes for CTE and non-CTE students
- [Career and Technical Education (CTE) 2015 Program Evaluation](https://www.philasd.org/research/2016/05/19/career-and-technical-education-cte-2015-program-evaluation/) - During 2014-15, The School District of Philadelphia (SDP) offered CTE programs in 29 schools, across 37 professional tracks. This 49-page report examines the cohort of SDP students who were first-time 9th graders in 2011-12. These students’ four-year trajectories were tracked and analyzed with a focus on the effects of participation in CTE.
- [Analysis of the 2012-13 9th Grade CTE Cohort](https://www.philasd.org/research/2017/11/20/analysis-of-9th-grade-2012-13-cte-cohort/) - This slide deck focuses on key comparisons between 2012-13 9th-graders who took CTE courses and those who did not.
- [Analyses of 9th Grade CTE Cohorts (2013-14 & 2014-15)](https://www.philasd.org/research/2019/04/20/analysis-of-9th-grade-2013-14-and-2014-15-cte-cohorts/) - Analyses of two 9th grade cohorts, focusing on key comparisons between students who took CTE courses and those who did not.
- [Results from the Spring 2019 CTE Follow-Up Survey](https://www.philasd.org/research/2019/10/30/results-from-the-spring-2019-cte-graduate-follow-up-survey/) - Results from a 2019 ORE survey of CTE students about their experiences after graduation.
- [Results from the Spring 2020 CTE Graduate Follow-up Survey](https://www.philasd.org/research/2020/10/06/spring-2020-cte-graduate-follow-up-survey/) - Results from senior exit surveys administered by ORE and completed by graduates from SDP’s Career and Technical Education (CTE) class of 2019.
- [Unpacking AimswebPlus](https://www.philasd.org/research/2021/05/07/unpacking-aimswebplus/) - We use aimswebPlus, a universal screening, benchmarking, and progress-monitoring tool from Pearson, to assess literacy and math proficiency in grades K-5. These assessments help identify students who are meeting grade- and term-level benchmarks as well as those who may need additional support. This post explains aimswebPlus administration and scoring, as well as how we use the data.
- [Assessment Participation and Reading and Math Performance of K-8 Students Receiving Special Education Services](https://www.philasd.org/research/2021/05/03/assessment-participation-and-reading-and-math-performance-of-k-8-students-receiving-special-education-services/) - This brief analyzes the percentage of students who were reading in Tier 1/At Target by Special Education status, grade level, and primary disability in Winter 2020-21.
- [Kindergarten Attendance and Reading On Grade Level](https://www.philasd.org/research/2017/10/16/kindergarten-attendance-and-reading-on-grade-level/) - The more days a child comes to kindergarten, the more likely they are to read on grade level at the end of the year and in first grade.
- [Math Benchmarks: Aiming for 18+](https://www.philasd.org/research/2017/11/05/math-benchmarks-aiming-for-18/) - An ORE analysis of how many math Benchmark questions students need to answer correctly to have a good chance of scoring proficient or advanced on the PSSA-Math.
- [ELA Benchmarks: Aiming for Sweet 16](https://www.philasd.org/research/2017/11/06/ela-benchmarks-aiming-for-sweet-16/) - An ORE analysis of how many math Benchmark questions students need to answer correctly to have a good chance of scoring proficient or advanced on the PSSA-ELA.
- [Grade 3 ELA PSSA Performance in SDP, 2014-15 to 2016-17](https://www.philasd.org/research/2018/02/20/grade-3-ela-pssa-performance-in-sdp-2014-15-to-2016-17/) - This brief focuses on District-level progress toward Anchor Goal 2 by examining third-grade performance on the English Language Arts (ELA) PSSA exam over three school years (2014-15 through 2016-17).
- [Pre-K Survey Results 2016-17: Summary Report](https://www.philasd.org/research/2018/03/16/pre-k-survey-results-2016-17-summary-report/) - A snapshot of survey responses from District and partner Pre-K parents.
- [Relationship Between District-Wide Survey Responses and Student Achievement, 2016-17](https://www.philasd.org/research/2018/03/24/relationship-between-district-wide-survey-responses-and-student-achievement-2016-17/) - An analysis of the relationship between District-Wide Survey responses and school-level standardized test scores in 2016-17.
- [District-Wide Survey Climate and PSSA Scores, 2016-17](https://www.philasd.org/research/2018/03/30/district-wide-survey-climate-and-pssa-scores-2016-17/) - An investigation of the relationship between school-level responses to District-Wide Survey climate questions and school-level PSSA scores for ELA and math in 2016-17.
- [Teacher Perspectives on the Literacy and Learning Centers Project](https://www.philasd.org/research/2018/04/25/teacher-perspectives-on-the-literacy-and-learning-centers-project/) - A summary of survey responses from teachers who participated in the 2016 K-2 SDP classroom redesign.
- [Selected Results from the 2017-18 Kindergarten Registration Secretary Survey](https://www.philasd.org/research/2018/06/01/selected-results-from-the-2017-18-kindergarten-registration-secretary-survey/) - Results from a December 2018 survey of SDP school secretaries about the kindergarten registration process.
- [Supporting Grade 9: Early Trends in Student Outcomes At High Schools Implementing 9th Grade Interventions](https://www.philasd.org/research/2018/09/10/supporting-grade-9-early-trends-in-student-outcomes-at-high-schools-implementing-9th-grade-interventions/) - An overview of attendance, suspensions, and 9th Grade On-Track rates at high schools implementing 9th-grade supports in 2016-17 and 2017-18.
- [K-3 Teacher Retention in the Early Literacy Initiative](https://www.philasd.org/research/2018/10/16/k-3-teacher-retention-in-the-early-literacy-initiative/) - An examination of K-3 teacher retention and the extent to which teacher movement across grades, schools, and cohorts affected implementation of SDP's early literacy initiative.
- [Barriers to On-Time Kindergarten Registration](https://www.philasd.org/research/2018/12/03/barriers-to-on-time-kindergarten-registration/) - An overview of five factors identified by parents and school staff as major barriers to on-time kindergarten registration.
- [Third Grade AIMSweb and PSSA Performance, Spring 2018](https://www.philasd.org/research/2018/12/17/third-grade-aimsweb-and-pssa-performance-spring-2018/) - This brief uses data from spring 2018 to examine the relationship between student performance on the AIMSWeb assessment and the English Language Arts PSSA.
- [Early Literacy Coach Survey Findings, 2017-18](https://www.philasd.org/research/2018/12/20/early-literacy-coach-survey-findings-2017-18/) - Responses related to caseload, confidence, and challenges from the 99 ELS coaches who responded to ORE's ELS coach survey in January 2018.
- [Trends in Performance on the SPR from 2014-15 to 2017-18](https://www.philasd.org/research/2019/02/05/trends-in-performance-on-the-spr-from-2017-15-to-2017-18/) - This brief provides a summary of School Progress Report trends overall, by report type (elementary, K-8, middle school, and high school), and for each domain from 2014-15 to 2017-18.
- [Graduation Rates for First Time 9th-Grade Students in 2014-15 and Matriculation Rates for 2018 Graduates](https://www.philasd.org/research/2019/03/05/graduation-rates-for-first-time-9th-grade-students-in-2014-15-and-matriculation-rates-for-2018-graduates/) - An analysis of four-year graduation rates among 2014-15 first-time 9th graders, including matriculation data for the class of 2018.
- [“Summer” Learning Loss: K-2 Independent Reading Levels (2015-16 to 2018-19)](https://www.philasd.org/research/2019/07/12/summer-learning-loss-k-2-independent-reading-levels-2015-16-to-2018-19/) - This brief investigates "summer" learning loss by analyzing the change in K-2 student independent reading levels between spring and fall.
- [12th Grade Attendance, 2017-18](https://www.philasd.org/research/2019/08/10/twelfth-grade-attendance-2017-18/) - This brief uses data from 2017-18 to provide information on 12th grade attendance records and student demographics.
- [12th Grade Attendance, 2018-19](https://www.philasd.org/research/2019/10/14/12th-grade-attendance-2018-19/) - This brief provides information on 12th-grade attendance in 2018-19, overall and for various student subgroups.
- [Fall 2018 Kindergarten Entry Inventory (KEI) Results](https://www.philasd.org/research/2019/10/17/4069/) - This four-page brief summarizes Fall 2018 student performance on two dimensions of the Kindergarten Entry Inventory (KEI).
- [English Learners' Growth toward English Proficiency in Grades 1-5](https://www.philasd.org/research/2019/10/30/english-learners-growth-toward-english-proficiency-in-grades-1-5/) - This brief analyzes District attainment of the ACCESS growth targets set for English Learners by the Pennsylvania Department of Education.
- [School Selection in SDP: Who Applies to 9th Grade? Where do they Apply?](https://www.philasd.org/research/2019/11/30/school-selection-in-sdp/) - This three-part series takes an in-depth look at four years of ninth-grade SSP admissions (2015-16 through 2018-19).
- [English Learners Growth Toward English Proficiency, Grades 6-12](https://www.philasd.org/research/2020/01/16/english-learners-growth-toward-english-proficiency-grades-6-12/) - An overview of English Learners in grades 6-12 and their progress toward meeting their ACCESS growth targets.
- [Performance of K-3 Students who Received Support from a Reading Specialist](https://www.philasd.org/research/2020/01/17/performance-of-k-3-students-who-received-support-from-a-reading-specialist/) - A summary of the performance of students who received support from a Reading Specialist in 2018-19.
- [Evaluation of the ELS Initiative, Report #1: Implementation](https://www.philasd.org/research/2020/01/21/evaluation-of-the-els-initiative-report-1-implementation-2015-16-to-2018-19/) - The first of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP's Early Literacy Specialist Initiative.
- [Evaluation of the ELS Initiative, Report #2: Teacher Benefits and Changes to Practice](https://www.philasd.org/research/2020/01/21/evaluation-of-the-els-initiative-report-2-teacher-benefits-and-changes-to-practice-2015-16-to-2018-19/) - The second of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP's Early Literacy Specialist Initiative.
- [Third Grade English and Math Performance on the PSSA, 2018-19](https://www.philasd.org/research/2020/02/11/third-grade-english-and-math-performance-on-the-pssa-2018-19/) - A descriptive analysis of third-grade District performance on the 2019 PSSA and PASA exams by race/ethnicity, gender, English Learner status, and special education status.
- [Evaluation of the ELS Initiative, Report #3: Teacher Turnover and Retention](https://www.philasd.org/research/2020/03/26/evaluation-of-the-els-initiative-report-3-teacher-turnover-and-retention-2015-16-to-2018-19/) - The third of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP's Early Literacy Specialist Initiative.
- [Evaluation of the ELS Initiative, Report #4: Student Achievement](https://www.philasd.org/research/2020/05/12/evaluation-of-the-els-initiative-report-4-student-achievement/) - The last of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP's Early Literacy Specialist Initiative.
- [A Four-Year Summary of “Summer” Learning Loss: Changes in K-2 Independent Reading Levels from June to November, 2016-2019](https://www.philasd.org/research/2020/06/30/a-four-year-summary-of-summer-learning-loss-changes-in-k-2-independent-reading-levels-from-june-to-november-2016-2019/) - In July 2019, we published a brief on “summer” learning loss from 2015-16 to 2018-19. This brief updates and extends those analyses by adding a fourth “summer” of information about K-2 independent reading levels and examining student performance by demographic characteristics, Special Education and English Learner status, and zip code of residence.
- [How Student Perceptions of College and Career Readiness Differ by Type of SDP High School, 2016-17 to 2018-19](https://www.philasd.org/research/2020/07/24/how-student-perceptions-of-college-and-career-readiness-differ-by-type-of-sdp-high-school-2016-17-to-2018-19/) - This brief uses District-Wide Survey data to explore the trends in student perceptions of college and career readiness at School District of Philadelphia (SDP) high schools from 2016-17 to 2018-19.
- [Six Practices for Using Reading Specialists to Support K-3 Student Growth: A Summary of Findings from Interviews with Four Successful Reading Specialists](https://www.philasd.org/research/2020/07/31/six-practices-for-using-reading-specialists-to-support-k-3-student-growth-a-summary-of-findings-from-interviews-with-four-successful-reading-specialists/) - This brief summarizes themes from interviews about best practices conducted with four Reading Specialists in December 2019 and January 2020.
- [Analysis of AimswebPlus Subtest Performance for K-3 Students, Fall 2020](https://www.philasd.org/research/2021/02/19/analysis-of-aimswebplus-subtest-performance-for-k-3-students-fall-2020/) - In order to track student progress more frequently than the once-per-year PSSA, SDP has identified within-year "leading indicators" of student performance. We find that, in order to reach the goal of 62% proficiency on the PSSA, there must be an increase in the percentage of students in grades K-3 (both overall and by student subgroup) who score at or above grade-level on aimswebPlus, the Districts's within-year reading assessment.
- [The Updated Pre-K-3 English Language Arts (ELA) Framework: A Brief Summary of the Supporting Research](https://www.philasd.org/research/2020/10/22/the-updated-pre-k-3-english-language-arts-ela-framework-a-brief-summary-of-the-supporting-research/) - A short summary of research that supports shifts in SDP's revised early literacy framework (PreK-Grade 3).
- [Trends in Performance on the Alternative Education Progress Report (AEPR) from 2016-17 to 2018-19](https://www.philasd.org/research/2020/11/30/aepr-trends-from-2016-17-to-2018-19/) - SDP's Alternative Education Progress Report (AEPR) provides a high-level overview of how our alternative education programs are performing in the areas, or domains, that matter the most for student success, and it includes reports designed to evaluate the metrics most relevant to each school model and purpose. This brief analyzes data from 2016-17 to 2018-19 to identify trends by report type and domain.
- [T3 Teach Plus: Two-Year Changes in Early Literacy Performance](https://www.philasd.org/research/2021/01/14/t3-teach-plus-two-year-changes-in-early-literacy-performance/) - This 38-page report examines the literacy performance of K-3 students receiving the T3 Teach Plus intervention prior to implementation (2016-17) and two years after implementation (2018-19). It also compares the performance of students in T3 schools to that of students in matched comparison schools.
- [Summary of 2019-20 High School Graduation Rates in Philadelphia](https://www.philasd.org/research/2021/04/22/summary-of-2019-20-high-school-graduation-rates-in-philadelphia/) - This brief explores patterns in the SDP 2019-20 four-year high school graduation rate by sector (District, Charter, and Alternative), Network, Admission type, and student demographics. This brief also includes an analysis of changes in graduation rates for student cohorts with target four-year graduation years of 2018-19 and 2019-20, as well as an examination of potential contributing factors to increased graduation rates from 2018-19 to 2019-20.
- [The 2019-20 End-of-Year Report: A System-Level Summary of School Performance During a Year when Full School Progress Reports could not be Published](https://www.philasd.org/research/2021/02/09/the-2019-20-end-of-year-report-a-system-level-summary-of-school-performance-during-a-year-when-full-school-progress-reports-could-not-be-published/) - The data included in this 21-page brief are a system-level summary of school performance according to the modified 2019-20 End-of-Year Reports.
- [Garrett A. Morgan Technology and Transportation Education Program (GAMTTEP) 2011-12 Award Evaluation Report](https://www.philasd.org/research/2012/10/23/garrett-a-morgan-technology-and-transportation-education-program-gamttep-2011-2012-award-evaluation-report/) - This evaluation report describes the activities and outcomes of the U.S. Department of Transportation’s Federal Highway Administration’s Garrett A. Morgan Technology and Transportation Education Program (GAMTTEP), which awarded $100,000 to The School District of Philadelphia for programming during the 2011-12 school year.
- [Teacher-Provided Feedback on the 2012-13 Evaluation System: Results from the November 2013 Teacher Evaluation Survey](https://www.philasd.org/research/2013/03/24/teacher-provided-feedback-on-the-2012-13-evaluation-system-results-from-the-november-2013-teacher-evaluation-survey/) - Results from a survey administered to SDP teachers about their perceptions of Pennsylvania's new educator effectiveness system.
- [Race to the Top, The Educator Effectiveness Project: Year 2](https://www.philasd.org/research/2014/09/24/race-to-the-top-the-educator-effectiveness-project-year-2/) - A follow-up to ORE's implementation study and impact evaluation of SDP's new Educator Effectiveness System, including plans for the District's later stages of implementation.
- [Teacher Perceptions of the Educator Effectiveness System: Results from the Second Teacher Evaluation Survey](https://www.philasd.org/research/2015/01/24/teacher-perceptions-of-the-educator-effectiveness-system-results-from-the-second-teacher-evaluation-survey/) - A summary of findings and recommendations from the second administration of the teacher evaluation survey.
- [Factors Associated with 9th Grade Success: Analysis of First-Time SDP 9th Graders in 2011-12](https://www.philasd.org/research/2017/03/10/factors-associated-with-9th-grade-success-analysis-of-first-time-sdp-9th-graders-in-2011-12/) - A summary of preliminary findings from an ORE study of factors related to higher and lower graduation rates, with focused attention to those related to the successful completion of 9th grade.
- [Summary of Evaluation, Research, and Accountability Work Prepared for the School Reform Commission](https://www.philasd.org/research/2017/04/30/summary-of-evaluation-research-and-accountability-work-prepared-for-the-school-reform-commission/) - A 2017 summary of major projects from each office in the ERA division.
- [Make It and Take It: Autism Speaks Workshop](https://www.philasd.org/research/2012/10/15/make-it-and-take-it-autism-speaks-workshop/) - This evaluation report examines the Make It and Take It: Autism Speaks workshop held in 2012.
- [Summary of Major Projects in the Office of Evaluation, Research, and Accountability, 2017-18](https://www.philasd.org/research/2018/08/10/summary-of-major-projects-in-the-office-of-evaluation-research-and-accountability-2017-18/) - A 2018 summary of major projects from each office in the ERA division.
- [Representativeness of the 2017-18 District-Wide Student & Parent Survey Results](https://www.philasd.org/research/2019/02/15/representativeness-of-the-2017-18-district-wide-student-and-parent-guardian-survey-results/) - This research brief examines representativeness or external validity of the District-Wide Survey student and parent/guardian responses from the 2017-18 school year.
- [Evaluation of the Philadelphia GEAR UP Partnership Initiative: Findings for Year 3](https://www.philasd.org/research/2011/10/01/evaluation-of-the-philadelphia-gear-up-partnership-initiative-findings-for-year-3/) - In Year 3 of the project, the Philadelphia GEAR UP Partnership served a cohort of 4,698 students, including 2,126 students in 26 public middle schools and 2,572 students in eight high schools. In Year 3 of the grant, the Philadelphia GEAR UP Partnership provided a wide array of services, including academic enrichment, and college and career preparation activities for students; professional development and supports for project and school staff; and workshops, individualized assistance, and events for parents and families of GEAR UP students.
- [Feedback from SDP Central Office Staff about the District-Wide Survey](https://www.philasd.org/research/2020/05/14/feedback-from-sdp-central-office-staff-about-the-district-wide-survey/) - Results from ORE's first Central Office staff survey, designed to complement the existing District-Wide Survey given to parents/guardians, teachers, principals, students, and school-based staff.
- [An Overview of Findings from SDP's Return-to-School Survey](https://www.philasd.org/research/2020/06/29/return-survey/) - An overview of results from a survey about school reopening possibilities administered by the Office of Evaluation, Research, and Accountability in June 2020.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2018-19 Data)](https://www.philasd.org/research/2020/07/14/education-of-children-and-youth-experiencing-homelessness-analysis-of-2018-19-data/) - Information about progress related to the Education of Children and Youth Experiencing Homelessness (ECYEH) grant program and the priorities of SDP staff.
- [The Relationship Between Teachers’ Perceptions of School Climate and Teacher Retention, 2015-16 to 2017-18](https://www.philasd.org/research/2020/07/31/the-relationship-between-teachers-perceptions-of-school-climate-and-teacher-retention-2015-16-to-2017-18/) - This 11-page brief uses three years of school-level data to explore the relationship between teachers’ perceptions of school climate and teacher retention.
- [Blended Learning Initiative Cohort 2, Year 1 (2018-19)](https://www.philasd.org/research/2020/08/11/blended-learning-initiative-cohort-2-year-1-2018-19/) - Findings related to implementation and outcomes of the first year of the second cohort of SDP’s Blended Learning Initiative.
- [Summary of Themes from the “Feedback Form” Responses about SDP’s 2020 School Reopening Plan](https://www.philasd.org/research/2020/10/14/summary-of-themes-from-the-feedback-form-responses-about-sdps-2020-school-reopening-plan/) - Between June and August 2020, the Office of Evaluation, Research, and Accountability (ERA) used an online feedback form to gather input about reopening schools for the 2020-21 school year. This report summarizes findings from an analysis of the comments submitted from the time the feedback form opened on June 23 until August 14.
- [2019-20 District-Wide Survey Results: Technology Access](https://www.philasd.org/research/2020/10/22/2019-20-district-wide-survey-results-technology-access/) - An overview of responses to five 2019-20 District-Wide Survey items related to technology.
- [Representativeness of the 2019-20 District-Wide Student and Parent/Guardian Survey Results](https://www.philasd.org/research/2020/12/01/representativeness-of-the-2019-20-district-wide-student-and-parent-guardian-survey-results/) - The District-Wide Survey (DWS) program measures five key topics related to school improvement—climate, instruction, leadership, professional capacity, and parent/guardian-community ties, while allowing respondents to share their perspectives and provide feedback about how they experience and perceive their schools. This research brief answers two questions about the representativeness, or external validity, of the student and parent/guardian responses from 2019-20.
- [School Support Staff Survey: Overview of Data from the 2019-20 Pilot Administration Year](https://www.philasd.org/research/2020/12/03/school-support-staff-survey-overview-of-data-from-the-2019-20-pilot-administration-year/) - Each spring, the Office of Research and Evaluation (ORE) administers the District-Wide Survey (DWS) to gather feedback from parents/guardians, teachers, students, and principals about key areas tied to school improvement. In 2019-20, ORE developed and administered an additional survey for school-based staff. This slide deck provides an overview of their responses.
- [School Plans and Measurable Goals Summary, 2020-21](https://www.philasd.org/research/2020/12/03/school-plans-and-measurable-goals-summary-2020-21/) - Every year, each school in the School District of Philadelphia (SDP) participates in a standardized schoolwide planning process. This involves completing a needs assessment, identifying the root causes of those needs, and creating a budget and subsequent action plan to address the identified needs. This six-page brief outlines the school priorities and goals identified during the planning process for the 2020-21 school year, which took place from February to August 2020.
- [Parent/Guardian Feedback on Digital Learning: Survey Feedback from Fall 2020](https://www.philasd.org/research/2020/12/08/parent-guardian-feedback-on-digital-learning-survey-feedback-from-fall-2020/) - Due to the COVID-19 pandemic, SDP began the 2020-21 school year with a 100% digital learning model. The Office of Research and Evaluation (ORE) created and administered a survey for SDP parents and guardians to gather feedback about digital learning during the first months of the school year. This report describes the survey's administration and respondents, and it provides an overview of results along with excerpts of representative open-ended comments.
- [Academic Parent Teacher Teams (APTT) Evaluation Report,  2018-19 to 2019-20](https://www.philasd.org/research/2020/12/21/academic-parent-teacher-teams-aptt-evaluation-report-2018-19-to-2019-20/) - The final evaluation report on Academic Parent-Teacher Teams, a family engagement program aimed at addressing family-school partnerships by improving parent-teacher conferences in a way that expands collaboration between school and home.
- [Feedback about Digital Learning from Non-Instructional School-Based Staff: Results from the Fall 2020 Survey](https://www.philasd.org/research/2020/12/30/feedback-about-digital-learning-from-non-instructional-school-based-staff-results-from-the-fall-2020-survey/) - This six-page brief reviews feedback collected from a survey about digital learning administered to non-instructional school-based staff.
- [Findings from the 2019-20 End-of-Year Reading Specialists Survey](https://www.philasd.org/research/2021/02/16/findings-from-the-2019-20-end-of-year-reading-specialists-survey/) - In spring 2020, the Office of Research and Evaluation (ORE) administered an end-of-year survey to the 38 SDP Reading Specialists. ORE received 34 completed surveys (a response rate of 89%), and the surveys included 268 open-ended comments. This 17-page brief provides an overview of findings, including representative open-ended comments, from that survey.
- [Blended Learning Initiative Report: Cohort 2, Year 2 (2019-20)](https://www.philasd.org/research/2021/03/15/blended-learning-initiative-report-cohort-2-year-2-2019-20/) - In 2018-19, the School District of Philadelphia chose a new cohort of classrooms at 32 schools to receive support implementing the Blended Learning Initiative (BLI). These schools joined an existing cohort of classrooms at 39 schools selected to participate in Year 1 of the initiative in 2016-17. This 15-page report responds to three primary research questions as they relate to Cohort 2 Year 2 of BLI.
- [Implementing the Second Step Program for Social-Emotional Learning: Strategies from Two Schools](https://www.philasd.org/research/2021/03/19/implementing-the-second-step-program-for-social-emotional-learning-strategies-from-two-schools/) - This list of successful strategies and approaches is intended to serve as a resource for other schools implementing Second Step.
- [Winter Data Snapshots: Star and aimswebPlus ELA and Math Assessments](https://www.philasd.org/research/2021/03/25/winter-data-snapshots-star-and-aimswebplus-ela-and-math-assessments/) - These four slide decks provide District-level overviews of student performance on the Winter 2020-21 aimswebPlus and Star assessments in ELA/Literacy and Math.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2019-20 Data)](https://www.philasd.org/research/2021/03/31/education-of-children-and-youth-experiencing-homelessness-analysis-of-2019-20-data/) - Information about progress related to the Education of Children and Youth Experiencing Homelessness (ECYEH) grant program and the priorities of SDP staff.
- [Examples of Successful Online Instruction in Ten Schools: Fall 2020](https://www.philasd.org/research/2021/04/13/examples-of-successful-online-instruction-in-ten-schools-fall-2020/) - Findings from more than 100 virtual classroom observations in October and November 2020.
- [School-Level Student Attendance Patterns During Digital Learning, 2020-21](https://www.philasd.org/research/2021/04/23/school-level-student-attendance-patterns-during-digital-learning-2020-21/) - This report examines student attendance during in-person learning (September 2019 through February 2020) and compares it to student attendance during digital learning (September 2020 through February 2021).
- [Trends in SDP Math PSSA Performance: 2015-16 to 2018-19](https://www.philasd.org/research/2021/05/03/trends-in-sdp-math-pssa-performance-2015-16-to-2018-19/) - This report summarizes Math PSSA performance across four years (2015-16 through 2018-19). In general, performance across the four years was characterized by incremental year-to-year improvements.
- [Early Literacy Specialists (ELS) in SDP: Program Implementation and Student Literacy Gains, 2015-16](https://www.philasd.org/research/2017/03/10/early-literacy-specialists-els-in-sdp-program-implementation-and-student-literacy-gains-2015-16/) - Findings from a mixed-methods study on Year 1 implementation of the literacy coaching initiative and associated student outcomes.
- [Philadelphia's Renaissance Schools Initiative: 18-Month Interim Report](https://www.philasd.org/research/2012/02/23/philadelphias-renaissance-schools-initiative-18-month-interim-report/) - This evaluation report focuses on the School District of Philadelphia’s Renaissance Initiative, a District school turnaround model.
- [Teaching American History - Year 1](https://www.philasd.org/research/2012/02/23/teaching-american-history-year-1/) - The United States Department of Education's Teaching American History (TAH) Grant was created to raise student achievement by improving teachers' knowledge, understanding, and appreciation of American history. TAH grants are intended to encourage collaboration among K–12 teachers, post-secondary faculty, and public historians. This evaluation reflects the first year of implementation of the TAH program.
- [Sustaining Efforts to Raise Student Achievement in Challenging Fiscal Times in the School District of Philadelphia](https://www.philasd.org/research/2012/06/21/sustaining-efforts-to-raise-student-achievement-in-challenging-fiscal-times-in-the-school-district-of-philadelphia/) - A summary of findings and recommendations focused on strategies to improve student learning and performance during a new phase of management and fiscal retrenchment beginning in 2012-13.
- [21st Century Community Learning Centers - Cohort 5, Year 3 Evaluation Report](https://www.philasd.org/research/2012/10/23/21st-century-community-learning-centers-cohort-5-year-3-evaluation-report/) - This evaluation report describes the activities and outcomes of Year 3 of the School 21st Century Community Learning Centers (21CCLC) grant-funded program, awarded to the School District of Philadelphia in March 2010 by the Pennsylvania Department of Education.
- [Project ARREST Evaluation Report](https://www.philasd.org/research/2012/11/23/project-arrest-evaluation-report/) - his evaluation report examines the AIDS Risk Reduction through Education and Staff Training Program (ARREST), which addressed the increasing needs of Philadelphia’s culturally diverse adolescent population by providing HIV/STI (Human Immunodeficiency Virus/Sexually Transmitted Infection) prevention and health education throughout the School District of Philadelphia, targeting students from kindergarten to 12th grade.
- [Educating Children and Youth Experiencing Homelessness, 2011-12](https://www.philasd.org/research/2012/12/23/educating-children-and-youth-experiencing-homelessness-2011-12/) - An evaluation of SDP's Education of Children and Youth Experiencing Homelessness program (ECYEH) in 2011-12.
- [Teaching American History - Year 2](https://www.philasd.org/research/2013/01/23/teaching-american-history-year-2/) - The United States Department of Education's Teaching American History (TAH) grant was created to raise student achievement by improving teachers' knowledge, understanding, and appreciation of American history. TAH grants are intended to encourage collaboration among K–12 teachers, post-secondary faculty, and public historians. This evaluation focuses on 17 Saturday professional development sessions hosted in 2012-13.
- [EAT.RIGHT.NOW. 2012 Evaluation Report](https://www.philasd.org/research/2013/01/23/eat-right-now-2012-evaluation-report/) - For the 2011-12 school year, this report evaluates the effects of ERN core curriculum on achieving PA TRACKS goals and associated objectives, and the potential effect of nutrition education on students' snack choices in grades 3-5. This evaluation focuses on several key aspects of the program, including the 4th grade Vegetable Core; the 8th grade Choice, Control, and Change (C3) curriculum; and the sustained impact of nutrition education on students.
- [Knowledge Delivery Systems Preliminary Evaluation Report](https://www.philasd.org/research/2013/05/23/knowledge-delivery-systems-preliminary-evaluation-report/) - The School District of Philadelphia (SDP) contracted with Knowledge Delivery Systems (KDS) to deliver intensive blended-model professional development (PD) for teachers and leaders in approximately 100 struggling schools from July 1, 2012, through June 30, 2013. The KDS blended-model professional development included high-impact, rigorous online courses supplemented by onsite coaching. This evaluation report focuses on the courses completed through April 2013, with a primary focus on the teacher courses.
- [Renaissance Schools Initiative Progress Report, 2010-11 through 2012-13](https://www.philasd.org/research/2013/07/23/renaissance-schools-initiative-progress-report-2010-11-through-2012-13/) - This report focuses on the School District of Philadelphia’s Renaissance Initiative, the District’s school turnaround model. The Office of Research and Evaluation (ORE) analyzed changes in school-level outcomes in the first three years of the District’s Renaissance Initiative, from 2010-11 through 2012-13, by Renaissance Initiative type, school, and provider. Utilizing outcomes, including changes in enrollment, retention, school climate, and reading and math proficiency, ORE measured changes evident after the first turnaround year and subsequent years. In addition, changes at Promise Academies were compared to those at charter schools and across charter providers over the same years.
- [Y.S. Stipulation: Internal Evaluation 2013-14](https://www.philasd.org/research/2013/07/29/y-s-stipulation-internal-evaluation-2013-14/) - As part of the Y.S. Stipulation, the District conducts an annual internal evaluation to assess its progress in providing high-quality instruction and support to EL students and their families; every three years, an external evaluation is conducted to explore additional areas of improvement in the District and to provide technical assistance where needed. This report serves as the internal evaluation for the 2013-14 academic year.
- [Race to the Top, The Educator Effectiveness Project: Year 1](https://www.philasd.org/research/2013/08/23/race-to-the-top-the-educator-effectiveness-project-year-1/) - An RTTT evaluation consisting of two major components: an implementation study (formative) and an impact evaluation (summative). Data sources include program documents, observations, focus groups, and feedback surveys. This evaluation report focuses on implementation during Year 1.
- [EAT.RIGHT.NOW. 2013 Evaluation Report](https://www.philasd.org/research/2013/09/23/eat-right-now-2013-evaluation-report/) - This report presents the multi-initiative evaluation findings of ERN programming conducted in 2013 and provides recommendations to inform and strengthen future program delivery.
- [Teacher Coaches Provide Feedback on Job Responsibilities, Results from the 2013 Coaching Survey](https://www.philasd.org/research/2013/10/23/teacher-coaches-provide-feedback-on-job-responsibilities-results-from-the-2013-coaching-survey/) - A summary of responses from ORE's 2013 Coaching Survey, designed to collect feedback about the role of teacher coaches . The survey was administered to support the Office of Educator Effectiveness (OEE) in their efforts to to improve teacher practice.
- [Renaissance Schools Initiative: A Look at Student Retention and Mobility in Renaissance Initiative Schools](https://www.philasd.org/research/2013/11/23/renaissance-schools-initiative-a-look-at-student-retention-and-mobility-in-renaissance-initiative-schools/) - This research brief explores changes in student mobility before and after school turnaround efforts in the District's Promise Academies and Renaissance Charter Schools. Specifically, it looks at within-year student retention and mobility rates one year prior to turnaround and one year into turnaround for Promise Academies and Renaissance Charter Schools.
- [Renaissance Schools Initiative: Student Achievement in Renaissance Initiative Schools](https://www.philasd.org/research/2013/12/23/renaissance-schools-initiative-student-achievement-in-renaissance-initiative-schools/) - This brief explores changes in building-level student achievement after school turnaround at School District of Philadelphia Promise Academies and Renaissance Charter schools. Specifically, it looks at whether Promise Academies and Renaissance Charter schools have met expectations for rapid growth, as defined by the literature, in reading and math on the Pennsylvania System of School Assessment (PSSA).
- [Renaissance Schools Initiative: A Look at School Climate in Renaissance Initiative Schools](https://www.philasd.org/research/2013/12/23/renaissance-schools-initiative-a-look-at-school-climate-in-renaissance-initiative-schools/) - This research brief explores changes in school climate after a school turnaround effort at School District of Philadelphia Promise Academies and Renaissance Charter schools. Specifically, it looks at whether Promise Academies and Renaissance Charter schools demonstrated a change in the rate of serious incidents and a reduction in the percentage of students involved in a serious incident.
- [Educating Children and Youth Experiencing Homelessness, 2012-13](https://www.philasd.org/research/2013/12/23/educating-children-and-youth-experiencing-homelessness-2012-13/) - This evaluation report assessed ECYEH program activities for the 2012-13 school year based on the office's three priorities: Improving and maintaining the computerized tracking of homeless students; ensuring continued school enrollment for homeless students as they await placement in permanent housing; and increasing outreach to homeless and displaced teenagers and families living in doubled-up arrangements.
- [Teacher Effectiveness System: The Impact of Building-Level Data on Teacher Ratings](https://www.philasd.org/research/2014/03/24/teacher-effectiveness-system-the-impact-of-building-level-data-on-teacher-ratings/) - A policy brief addressing concerns about the impact of building-level School Performance Profile (SPP) scores on teacher evaluations in the School District of Philadelphia.
- [Educating Children and Youth Experiencing Homelessness, 2013-14](https://www.philasd.org/research/2014/06/24/educating-children-and-youth-experiencing-homelessness-2013-14/) - An evaluation of SDP’s Education of Children and Youth Experiencing Homelessness program (ECYEH) in 2013-14.
- [Renaissance Schools Initiative: Report on School Visits, 2013-14](https://www.philasd.org/research/2014/08/23/renaissance-schools-initiative-report-on-school-visits-2013-14/) - A follow-up to a report from December 2013 that analyze changes in student-level outcomes in Renaissance schools during the first three years of the initiative.
- [EAT.RIGHT.NOW. 2014 Evaluation Report](https://www.philasd.org/research/2014/09/24/eat-right-now-2014-evaluation-report/) - An evaluation of the effects of ERN's widespread program activities and their alignment with PA TRACKS objectives for FY 2014. This report also offers recommendations to enhance future program planning and implementation.
- [City Year, Year 1 Evaluation Report: 2013-14](https://www.philasd.org/research/2014/09/24/city-year-year-1-evaluation-report-2013-14/) - An evaluation of City Year’s effectiveness in meeting its goals for the 2013-14 school year (Year 1) and extending into the 2014-15 (Year 2).
- [District-Wide Surveys Report, 2013-14](https://www.philasd.org/research/2015/02/24/district-wide-surveys-report-2013-14/) - Results from the 2013-14 administration of SDP's District-Wide Survey.
- [EAT.RIGHT.NOW. 2015 Evaluation Report](https://www.philasd.org/research/2015/09/24/eat-right-now-2015-evaluation-report/) - An evaluation of the effects of ERN's widespread program activities and their alignment with PA TRACKS objectives for FY 2015. This report also includes recommendations to enhance future program planning and implementation.
- [Charter School Accountability in the School District of Philadelphia: Issues of Oversight and Performance](https://www.philasd.org/research/2015/09/27/charter-school-accountability-in-the-school-district-of-philadelphia-issues-of-oversight-and-performance/) - This report by the Accountability Review Council provides a summary of findings and recommendations focused on charter school performance and charter school accountability policy as of September 2015.
- [2014-15 Satisfaction Survey Feedback](https://www.philasd.org/research/2015/11/23/2014-15-satisfaction-survey-feedback/) - This brief presents an overview of data collected from the 2014-15 Customer Satisfaction Survey. These data are based on feedback from principals, assistant principals, and central office staff and relate to customer service provided by the Office of the Superintendent, Office of Academic Supports, Office of Talent, Office of Facilities and Operations, Office of Student Support Services, Office of Information and Data Management, and the Office of Budget and Finance.
- [Promoting the Science of Reading Instruction in Philadelphia Public Elementary Schools: Early Implementation Lessons](https://www.philasd.org/research/2016/03/24/promoting-the-science-of-reading-instruction-in-philadelphia-public-elementary-schools-early-implementation-lessons/) - A report by the Accountability Review Council, including a summary of findings and recommendations on the initial implementation of early literacy instructional strategies in 58 schools in 2015-16.
- [Report on Survey Data from Cohort 1 Redesign Schools](https://www.philasd.org/research/2017/03/03/report-on-survey-data-from-cohort-1-redesign-schools/) - Selected findings from an ORE study of two-year trends in District-Wide Survey data at four schools participating in the School Redesign Initiative.
- [Education of Children and Youth Experiencing Homelessness (ECYEH): Program Implementation and Outcomes](https://www.philasd.org/research/2017/03/04/education-of-children-and-youth-experiencing-homelessness-ecyeh-in-sdp-program-implementation-and-outcomes-2015-16/) - A summary of findings from ORE's 2015-16 program evaluation.
- [The School District of Philadelphia Virtual Academy (PVA) Report](https://www.philasd.org/research/2017/03/05/the-school-district-of-philadelphia-virtual-academy-pva-report/) - Findings from a study of student characteristics and outcomes at PVA, SDP's public cyber school, in 2015-16.
- [School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and Restorative Practices (RP)](https://www.philasd.org/research/2017/03/06/sdp-climate-initiatives-school-wide-positive-behavioral-interventions-and-supports-swpbis-and-restorative-practices-rp/) - Results from a 2017 evaluation that focused on fidelity of implementation and student outcomes.
- [SDP Suspension Trends, 2013-14 through 2015-16](https://www.philasd.org/research/2017/03/07/sdp-suspension-trends-2013-14-through-2015-16/) - A summary of trends in District-wide suspension data across three years.
- [AARP Experience Corps in SDP: Program Implementation and Student Literacy Gains, 2015-16](https://www.philasd.org/research/2017/03/08/aarp-experience-corps-in-sdp-program-implementation-and-student-literacy-gains-2015-16/) - Findings from ORE's 2015-16 program evaluation.
- [Summary of Major Projects in the Office of Evaluation, Research, and Accountability](https://www.philasd.org/research/2017/04/23/summary-of-major-projects-in-the-office-of-evaluation-research-and-accountability/) - This summary report was prepared for the School Reform Commission in April 2017. This report provides an overview of updates on major projects as well as a summary of data requests, external research projects, and recent studies.
- [Second Step Year 2 Evaluation Report](https://www.philasd.org/research/2017/07/07/second-step-year-2-evaluation-report/) - The second yearly evaluation of Second Step implementation and outcomes.
- [Evaluation of Playworks TeamUp](https://www.philasd.org/research/2017/07/10/evaluation-of-playworks-teamup/) - Findings and recommendations from ORE's first evaluation of Playworks TeamUp, a school recess program designed to promote increased activity levels, social and emotional learning, and a more positive and engaging school climate.
- [Qualitative Feedback on the ECYEH Program, 2016-17](https://www.philasd.org/research/2017/12/28/qualitative-feedback-on-the-ecyeh-program-2016-17/) - Qualitative data related to implementation of the Education of Children and Youth Experiencing Homelessness (ECYEH) grant program.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2016-17 Data)](https://www.philasd.org/research/2017/12/28/education-of-children-and-youth-experiencing-homelessness-analysis-of-2016-17-data/) - Information about progress related to the Education of Children and Youth Experiencing Homelessness (ECYEH) grant program and the priorities of SDP staff.
- [School-wide Positive Behavior Interventions and Supports (SWPBIS): Update on Implementation Outcomes](https://www.philasd.org/research/2018/02/03/school-wide-positive-behavior-interventions-and-supports-swpbis-update-on-implementation-outcomes/) - Updates to a 2017 ORE study on SWPBIS, a District initiative designed to enhance school climate.
- [AARP Experience Corps in SDP 2016-17: Study Summary](https://www.philasd.org/research/2018/03/04/aarp-experience-corps-in-sdp-2016-17-study-summary/) - Selected findings from ORE's 2016-17 evaluation of the AARP Foundation Experience Corps tutoring program.
- [Early Literacy Summer Institute: Years 1-3 Full Report](https://www.philasd.org/research/2018/06/05/early-literacy-summer-institute-years-1-3-full-report/) - A mixed-methods analysis of the efficacy of three SDP Early Literacy Summer Institutes held between 2015-2017.
- [Early Literacy Specialist 2017-18 Teacher Survey Results](https://www.philasd.org/research/2018/06/22/early-literacy-specialist-2017-18-teacher-survey-results/) - Results from a 2018 teacher survey about the perceived benefits and challenges associated with Early Literacy Specialist coaching.
- [Playworks TeamUp Model Evaluation (Year 2)](https://www.philasd.org/research/2018/07/30/playworks-teamup-model-evaluation/) - Findings and recommendations from ORE's Year 2 evaluation of Playworks TeamUp, a school recess program designed to promote increased activity levels, social and emotional learning, and a more positive and engaging school climate.
- [Reading Specialists Implementation and Outcomes, 2016-17](https://www.philasd.org/research/2018/08/02/reading-specialists-implementation-and-outcomes-2016-17/) - An investigation of implementation and outcomes associated with
- [Second Step Year 3 Evaluation Report](https://www.philasd.org/research/2018/08/07/second-step-year-3-evaluation-report/) - The third yearly evaluation of Second Step implementation and outcomes.
- [Implementing the Blended Learning Station Rotation Model in SDP: Best Practices from Two Schools](https://www.philasd.org/research/2018/08/10/implementing-the-blended-learning-station-rotation-model-in-sdp-best-practices-from-two-schools/) - A summary of five "best practices" in blended learning based on ORE interviews with principals, teachers, and students at two SDP schools.
- [Project ARREST Final Evaluation Report](https://www.philasd.org/research/2018/10/06/project-arrest-final-evaluation-report/) - Data sources, evaluation activities, successes, and progress associated with the five-year AIDS Risk Reduction through Education and Staff Training project ("Project ARREST").
- [Principal Experiences with Early Literacy Specialists: Survey Results](https://www.philasd.org/research/2018/10/20/principal-experiences-with-early-literacy-specialists-survey-results/) - Results from a 2018 principal survey about the perceived benefits and challenges associated with Early Literacy Specialist coaching.
- [District-Wide Surveys: Technical Report](https://www.philasd.org/research/2018/11/15/district-wide-surveys-technical-report/) - This report describes the framework that guided District-Wide Survey development, survey administration, reliability testing and validation, and the construction of school-level scores.
- [District-Wide Survey Response Rates (2014-15 through 2017-18)](https://www.philasd.org/research/2018/12/01/district-wide-survey-response-rates-2014-15-through-2017-18/) - District-Wide Survey response rates from 2014-15 to 2017-18 by respondent group, sector, and District network.
- [Are SDP Schools Meeting Wellness Policy Guidelines? Results from the School Health Index 2017-18](https://www.philasd.org/research/2018/12/06/are-sdp-schools-meeting-wellness-policy-guidelines-results-from-the-school-health-index-2017-18/) - Five areas, identified in 2018, where schools might need additional support to meet Wellness Policy guidelines.
- [The School Health Index 2017-18: Challenges to Promoting Health and Wellness in SDP Schools](https://www.philasd.org/research/2018/12/12/the-school-health-index-2017-18-challenges-to-promoting-health-and-wellness-in-sdp-schools/) - A summary of common challenges identified by schools supported by School Health Index and other District data.
- [A Review of School Health Index Progress 2017-18](https://www.philasd.org/research/2018/12/14/a-review-of-school-health-index-progress-2017-18/) - School progress toward improved health & wellness programming based on a modified version of the School Health Index.
- [The School Health Index 2017-18 Progress & Results: An Overview of Three Related Reports](https://www.philasd.org/research/2018/12/16/the-school-health-index-2017-18-progress-results-an-overview-of-three-related-reports/) - This brief summarizes findings from three longer reports that addressed different aspects of the School Health Index process and results in 2017-18.
- [Principal Perceptions of Early Literacy Specialist Turnover, 2017-18](https://www.philasd.org/research/2019/01/10/principal-perceptions-of-early-literacy-specialist-turnover-2017-18/) - Results from a 2018 principal survey about their experiences with Early Literacy Specialist coaches.
- [Education of Children and Youth Experiencing Homelessness (Analysis of 2017-18 Data)](https://www.philasd.org/research/2019/01/15/education-of-children-and-youth-experiencing-homelessness-analysis-of-2017-18-data/) - Information about progress related to the Education of Children and Youth Experiencing Homelessness (ECYEH) grant program and the priorities of SDP staff.
- [Naviance Usage in SDP, 2016-17 and 2017-18](https://www.philasd.org/research/2019/02/01/naviance-usage-in-sdp-2016-17-and-2017-18/) - This report summarizes SDP Naviance usage across two school years. It identifies whether tasks were assigned, and, if so, whether they were completed at the both the student and school level.
- [District-Wide Survey Responses about School Safety and Climate, 2015-16 to 2017-18](https://www.philasd.org/research/2019/02/10/district-wide-survey-responses-about-school-safety-and-climate-2015-16-to-2017-18/) - This brief summarizes District-Wide Survey responses related to safety and climate from students, parents, and teachers in 2015-16 and 2016-17.
- [Suspension Trends in the School District of Philadelphia, 2015-16 to 2017-18](https://www.philasd.org/research/2019/03/15/suspension-trends-in-the-school-district-of-philadelphia-2015-16-to-2017-18/) - This report examines suspension trends between 2015‐16 and 2017‐18, specifically the percentage of students receiving zero suspensions and an examination of disproportionality over time.
- [Key Findings from the 2017-18 Literacy and Learning Centers Evaluation Report](https://www.philasd.org/research/2019/04/05/key-findings-from-the-2017-18-literacy-and-learning-centers-evaluation-report/) - A three-page summary of findings.
- [Teacher-Identified Practices of Effective Literacy Coaching](https://www.philasd.org/research/2019/05/04/teacher-identified-practices-of-effective-literacy-coaching/) - This brief summarizes some “best practices" of Early Literacy Specialist (ELS) coaching, as identified by teachers and coaches.
- [Blended Learning Initiative Year 2 Implementation and Outcomes Report, 2017-18](https://www.philasd.org/research/2019/05/23/blended-learning-initiative-year-2-implementation-and-outcomes-report-2017-18/) - Findings related to implementation and outcomes of SDP's Blended Learning Initiative.
- [Demographic Characteristics of Teachers, 2018-19](https://www.philasd.org/research/2019/07/07/demographic-characteristics-of-teachers-2018-19/) - An examination of gender and race/ethnicity data among SDP teachers and students.
- [The School Health Index: Selected Findings on Physical Activity and Physical Education](https://www.philasd.org/research/2019/07/19/the-school-health-index-selected-findings-on-physical-activity-and-physical-education/) - This brief summarizes selected findings related to physical activity and education from three reports published by ORE in December 2018.
- [Quality Teaching for English Learners (QTEL) Summer Institute Summary of Findings](https://www.philasd.org/research/2019/08/30/quality-teaching-for-english-learners-qtel-summer-institute-summary-of-findings/) - A summary of results from ORE-administered surveys that measured teacher satisfaction and changes in knowledge and attitudes during and after the QTEL Institute.
- [Teacher Perspectives on Implementing the Second Step Program in 2018-19](https://www.philasd.org/research/2019/09/07/teacher-perspectives-on-implementing-the-second-step-program-in-2018-19/) - Results from a 2019 teacher survey about implementing Second Step, a social-emotional learning program.
- [Takeaways from the 2018-19 District-Wide Survey](https://www.philasd.org/research/2019/09/15/takeaways-from-the-2018-19-district-wide-survey/) - An overview of results from the 2018-19 District-Wide Survey.
- [Findings from the End-of-Year Reading Specialist Survey, 2018-19](https://www.philasd.org/research/2019/10/30/findings-from-the-end-of-year-reading-specialist-survey-2018-19/) - Results from a Spring 2019 end-of-year satisfaction survey administered to 37 SDP reading specialists.
- [Comparing Perspectives #1: District-Wide Survey Responses about Respect](https://www.philasd.org/research/2019/11/26/comparing-perspectives-1-district-wide-survey-responses-about-respect/) - The first installment in a District-Wide Survey series that examines areas of agreement-–and disagreement–-between students, families, and educators.
- [The Feasibility of Conducting an Impact Study of Share Produce Stands](https://www.philasd.org/research/2019/11/26/the-feasibility-of-conducting-an-impact-study-of-share-produce-stands-findings-from-a-pilot-study/) - Results from an ORE pilot study to determine the feasibility of a future impact study of SHARE produce stands.
- [Comparing Perspectives #2: District-Wide Survey Responses about Hard Work](https://www.philasd.org/research/2019/12/16/comparing-perspectives-2-district-wide-survey-responses-about-hard-work/) - The second installment in a District-Wide Survey series that examines areas of agreement-–and disagreement–-between students, families, and educators.
- [Relationship between ACCESS and PSSA Performance for English Learners](https://www.philasd.org/research/2019/12/22/relationship-between-access-and-pssa-performance-for-english-learners/) - An analysis of the relationship between achievement on the PSSA and ACCESS assessments that can inform the proficiency goals set for ELs.
- [Comparing Perspectives #3: District-Wide Survey Responses about School Safety](https://www.philasd.org/research/2019/12/23/comparing-perspectives-3-district-wide-survey-responses-about-school-safety/) - The third installment in a District-Wide Survey series that examines areas of agreement-–and disagreement–-between students, families, and educators.
- [District-Wide Survey Results: Food Insecurity in the School District of Philadelphia](https://www.philasd.org/research/2020/02/04/district-wide-survey-results-food-insecurity-in-the-school-district-of-philadelphia/) - Findings related to hunger and food insecurity based on District-Wide Survey responses from parents, guardians, and principals.
- [Trends in Performance on the School Progress Report (SPR) from 2014-15 to 2018-19](https://www.philasd.org/research/2020/02/10/trends-in-performance-on-the-school-progress-report-spr-from-2014-15-to-2018-19/) - A summary of School Progress Report trends in District and Charter school performance overall, by report type, and for each domain from 2014-15 to 2018-19.
- [Comparing Perspectives #4: District-Wide Survey Responses about Leadership](https://www.philasd.org/research/2020/02/27/comparing-perspectives-4-district-wide-survey-responses-about-leadership/) - The fourth installment in a District-Wide Survey series that examines areas of agreement-–and disagreement–-between students, families, and educators.
- [2018-19 District-Wide Survey Results: Technology Access](https://www.philasd.org/research/2020/03/26/2018-19-district-wide-survey-results-technology-access/) - Each year, more than 130,000 students, parents and guardians, teachers, and principals participate in a survey about their schools. This slide deck summarizes 2018-19 survey results related to technology access at home and at school.
- [Academic Parent-Teacher Teams (APTT): Parent Participation and Student Outcomes](https://www.philasd.org/research/2020/05/27/academic-parent-teacher-teams-aptt-parent-participation-and-student-outcomes/) - The first brief in a two-year evaluation of a family engagement program intended to improve parent-teacher conferences to support collaboration between schools and homes.
- [Evaluation of the Spring 2020 Covid-19 Continuity of Education Plan](https://www.philasd.org/research/2020/08/10/evaluation-of-the-spring-2020-covid-19-continuity-of-education-plan/) - On March 16, 2020, SDP closed schools and offices in response to the global Covid-19 pandemic. Like many other districts, SDP had to quickly pivot from in-person to virtual instruction. This report evaluates the four expected outcomes included in SDP’s "Continuity of Education Plan" for online instruction for the remainder of the 2019-20 school year.
- [Redesigning Schoolyards at Two Schools: A Summary of the Seven Design Phases](https://www.philasd.org/research/2020/09/21/redesigning-schoolyards-at-two-schools-a-summary-of-the-seven-design-phases/) - In spring 2019, SDP, in partnership with Mural Arts Philadelphia, was awarded a grant from the William Penn Foundation to redesign schoolyards at three elementary schools into “playful learning areas"--environments designed for children that encourage and reinforce learning outside of the classroom. This brief summarizes the design process.
- [Questions We're Asking About Digital Learning: Fall 2020](https://www.philasd.org/research/2020/10/06/questions-were-asking-about-digital-learning-fall-2020/) - We are gathering information from a variety of sources about how digital learning is going. This document provides a summary of the questions that we're asking across five main topics.
- [Implementation of School-Based Food Backpack Programs in Philadelphia, 2019-20](https://www.philasd.org/research/2020/10/07/implementation-of-school-based-food-backpack-programs-in-philadelphia-2019-20/) - This brief examines feasibility factors and parent/guardian experiences with the school backpack program, which provides bags of food for students at participating schools to bring home once per month.
- [Four Reports on the Implementation and Effectiveness of SNAP-Ed Community Partnerships](https://www.philasd.org/research/2021/02/19/four-reports-on-the-implementation-and-effectiveness-of-snap-ed-community-partnerships/) - This series of four reports is the result of a case study process evaluation of the SNAP-Ed nutrition education partnership, Eat Right Philly (ERP), conducted in 2018-19. The reports focus on the implementation and effectiveness of SNAP-Ed community partnerships.
- [Demographic Characteristics of Students attending District and Charter Schools, 2018-19](https://www.philasd.org/research/2019/03/02/demographic-characteristics-of-students-attending-district-and-charter-schools-2018-19/) - This brief uses student enrollment data from October 2018 to provide demographic information about students enrolled in District and Charter schools.
- [Year 2 Report on Three New High Schools](https://www.philasd.org/research/2017/03/01/year-2-report-on-three-new-high-schools/) - Selected findings from a 2017 ORE study that examined student outcomes at The LINC, U School, and Building 21 after two years of operation.
- [K-3 Reading Specialists: Program Implementation and Student Literacy Gains, 2015-16](https://www.philasd.org/research/2017/03/09/k-3-reading-specialists-program-implementation-and-student-literacy-gains-2015-16/) - Findings from a quantitative study of the relationship between Reading Specialist support and students' early literacy outcomes.
- [Year 2 Report on Transformation Schools](https://www.philasd.org/research/2017/04/30/year-2-report-on-transformation-schools/) - Selected findings from a study of student outcomes at two Transformation Schools.
- [Teacher, Principal, and Student Perspectives on the Blended Learning Initiative](https://www.philasd.org/research/2017/07/12/teacher-principal-and-student-perspectives-on-the-blended-learning-initiative/) - A report on perspectives in Year 1 of the Initiative.

## Pages

- [Evaluation, Research, & Accountability (ERA)](https://www.philasd.org/research/) - Access research, data, and evaluation reports from the School District of Philadelphia’s Office of Research and Evaluation.
- [Assesment Calendar Test](https://www.philasd.org/research/assesment-calendar-test/)
- [Facilities Planning Process: A Summary of Stakeholder Feedback](https://www.philasd.org/research/facilities-feedback/) - Summary of Community Engagement Sessions across Schools Recommended for Closure: February 2026 From February 2 – February 22, 2026, the District hosted 43 Community Engagement Feedback Sessions about the District’s proposed facilities plan. Brownstone PR, a consulting firm contracted by SDP, facilitated the community engagement sessions and took notes summarizing participant responses. Staff in the
- [Central Office Implementation Support Guidance (ISG) Forms](https://www.philasd.org/research/programsservices/projects/central-office-isg-google-forms/) - ISG forms have moved! To complete a 2025-26 School Visit Form please go to: bit.ly/SDPschoolvisitform
- [ORE Planned Research Agenda, 2023-24](https://www.philasd.org/research/ore-planned-research-agenda-2023-24/) - Our planned 2023-24 research and evaluation projects are listed here by topic. If a project spans multiple topics, we have organized it by its primary topic. Expand each project description to learn more about the questions we’re asking. AssessmentsCurriculum and InstructionEnglish LearnersHealth and NutritionHigh School Graduation and BeyondRemediation and EnrichmentSchool ClimateSystem TrendsAdditional Projects Published in
- [Scheduled Maintenance](https://www.philasd.org/research/scheduled-maintenance/) - Thank you for your interest in the School District of Philadelphia’s public dashboards. We are currently performing scheduled maintenance. During this time, School Profiles and all related SDP dashboards will be unavailable. We apologize for any inconvenience. In the meantime, you can visit our Open Data page for more information on School District of Philadelphia public
- [Reports and Briefs](https://www.philasd.org/research/reports/) - The Office of Research and Evaluation produces reports and briefs as part of its program evaluations and internal research activities. The reports published below are intended to guide and inform District faculty and staff as well as the general public. Click a category at right to view all reports associated with that topic, or use
- [Results from the Listening & Learning Sessions and Survey](https://www.philasd.org/research/results-from-the-listening-learning-sessions-and-survey/) - During his first 100 days as superintendent, Dr. Watlington conducted 90 “Listening and Learning” sessions with 1,963 participants. Some sessions were held online, and others were held in person across the city. In addition to the feedback sessions, all stakeholder groups were invited to participate and/or to share feedback via a survey that contained three
- [Senior Exit Survey School-Level Reports](https://www.philasd.org/research/programsservices/projects/senior-exit-survey/senior-exit-survey-school-level-reports/) - The table below has links to individual school summaries of Senior Exit Survey results. In order to locate a school-specific report, please type the school name into the search box at the top right of the table. You can also search for specific School IDs, filter by Learning Network, and sort the table by clicking
- [Senior Exit Survey](https://www.philasd.org/research/programsservices/projects/senior-exit-survey/) - The Senior Exit Survey is administered each spring by the Office of Research and Evaluation (ORE), in collaboration with the Office of College and Career Readiness and the Office of Career and Technical Education. The Pennsylvania Department of Education requires school districts to offer an exit survey to all high school 12th graders to determine

## Categories

- [literacy](https://www.philasd.org/research/category/literacy/)
- [effective instruction](https://www.philasd.org/research/category/effective-instruction/)
- [equity](https://www.philasd.org/research/category/equity/)
- [health & nutrition](https://www.philasd.org/research/category/health-nutrition/)
- [school climate & support](https://www.philasd.org/research/category/school-climate/)
- [system trends](https://www.philasd.org/research/category/system-trends/)
- [digital learning & school reopening](https://www.philasd.org/research/category/school-reopening/)
- [math](https://www.philasd.org/research/category/math/)
- [science](https://www.philasd.org/research/category/science/)
- [college & career](https://www.philasd.org/research/category/college-career/)
- [assessments](https://www.philasd.org/research/category/assessments/)
- [accountability](https://www.philasd.org/research/category/accountability/)
- [surveys](https://www.philasd.org/research/category/surveys/)
- [Philly School Experience Survey (PSES)](https://www.philasd.org/research/category/surveys/district-wide-survey-dws/)
- [facilities](https://www.philasd.org/research/category/facilities/)
- [social-emotional learning](https://www.philasd.org/research/category/school-climate/social-emotional-learning/)
- [Youth Court](https://www.philasd.org/research/category/school-climate/youth-court/)
- [school selection](https://www.philasd.org/research/category/school-selection/)
- [English Learners (ELs)](https://www.philasd.org/research/category/equity/english-learners-els/)
- [special education](https://www.philasd.org/research/category/equity/special-education/)
- [PSSA](https://www.philasd.org/research/category/assessments/pssa/)
- [aimswebPlus](https://www.philasd.org/research/category/assessments/aimswebplus/)
- [Star](https://www.philasd.org/research/category/assessments/star/)
- [attendance](https://www.philasd.org/research/category/school-climate/attendance/)
- [high school graduation](https://www.philasd.org/research/category/college-career/high-school-graduation/)
- [homeless students](https://www.philasd.org/research/category/equity/homeless-students/)
- [blended learning](https://www.philasd.org/research/category/effective-instruction/blended-learning/)
- [reading specialists](https://www.philasd.org/research/category/effective-instruction/reading-specialists/)
- [AEPR](https://www.philasd.org/research/category/accountability/aepr/)
- [Youth Risk Behavior Survey (YRBS)](https://www.philasd.org/research/category/surveys/youth-risk-behavior-survey-yrbs/)
- [School Progress Report (SPR)](https://www.philasd.org/research/category/accountability/school-progress-report-spr/)
- [teacher retention](https://www.philasd.org/research/category/effective-instruction/teacher-retention/)
- [Senior Exit and Follow-Up](https://www.philasd.org/research/category/surveys/senior-exit-and-follow-up/)
- [School Support Census](https://www.philasd.org/research/category/surveys/school-support-census/)
- [CTE](https://www.philasd.org/research/category/college-career/cte/)
- [9th Grade On Track to Graduation metric](https://www.philasd.org/research/category/college-career/high-school-graduation/on-track-to-graduation-metric/)
- [school breakfast](https://www.philasd.org/research/category/health-nutrition/school-breakfast/)
- [summer programs](https://www.philasd.org/research/category/summer-programs/)
- [external reports](https://www.philasd.org/research/category/external-reports/)
- [Keystones](https://www.philasd.org/research/category/assessments/keystones/)
- [enrollment](https://www.philasd.org/research/category/enrollment/)
- [School Progress Report on Education and Equity (SPREE)](https://www.philasd.org/research/category/accountability/school-progress-report-on-education-and-equity-spree/)
- [ERA News](https://www.philasd.org/research/category/era-news/)
- [summer melt](https://www.philasd.org/research/category/college-career/summer-melt/)
- [Central Office Feedback Survey](https://www.philasd.org/research/category/surveys/central-office-feedback-survey/)
- [Accelerate Philly](https://www.philasd.org/research/category/accelerate-philly/)

## Tags

- [pre-K](https://www.philasd.org/research/tag/pre-k/)
- [K-5](https://www.philasd.org/research/tag/k-5/)
- [6-8](https://www.philasd.org/research/tag/6-8/)
- [9-12](https://www.philasd.org/research/tag/9-12/)
- [postsecondary](https://www.philasd.org/research/tag/postsecondary/)