EdVisions Launches Comprehensive Evaluation Plan

 

EdVisions Comprehensive Assessment Program

The Schools and Assessments

The assessment of EdVisions Schools over the past year is now complete. Data was shared by eight schools that have been implementing the Ed Essentials for more than 15 years. The data collected consisted of yearly scores (2017-2018) in six areas: social-emotional growth, measuring Hope and Engagement levels via the Hope Surveys; NWEA’s RIT scores in Math and Reading; and the life skills of Self-directedness and Collaboration/Interaction via a rubric and an online survey instrument.

The schools in the assessment were 6 Minnesota charter schools, and 2 Wisconsin charter schools, most of which served 6-12th grade populations. The data about the schools is from the Minnesota Education Department and the Wisconsin Department of Public Instruction websites. The assessment data was collected or shared by sites.

The number of disadvantaged students caused EdVisions schools to spend 25.2% (as opposed to Minnesota statewide average of 18.7%) of their ADM on special education services. That huge number of students put a large strain on the resources of these charter schools, yet their results were not totally dissimilar.

Results

The results indicated that most schools that adhere to the Ed Essentials can and do raise hope for the majority of their students. Higher hope individuals set more challenging goals for themselves, have better behavior, attendance, academic achievement, and increased confidence academically. Higher hope students have a greater chance for post-secondary success.

DETAILS OF THIS ANALYSIS CAN BE FOUND HERE

We will conclude with stating that it is always a good thing to raise hope; not so that Math and Reading scores will go up, and not necessarily so that self-directedness and collaboration/interaction go up. But so that students can be successful in the next phase of life. We have to consider why we place so much emphasis on raising Math scores, especially if it takes away from raising hope?

We also believe that assessing life skills, and emphasizing them in our methodology, is an important element in education. With schools already employing methods to do so, why do not more schools at least attempt to do so? Not untypically, an assessment program asks more questions than it answers. But we believe if we can get more numbers via more schools to implement this ECAP program, we can obtain a clearer picture. If your school wishes to become a part of this program, contact us.