Reports
Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
Joan Herman, Jia Wang, Christine Ong, Rolf Straubhaar, Jon Schweig, and Vivian Hsu
Summary
In the fall of 2007, Alain Leroy Locke High School, historically one of California’s lowest performing secondary schools, underwent a transformation. Suffering from a history of extremely low academic performance, student unrest and even violence, the nonprofit charter organization Green Dot Public Schools was charged to transition Locke into a set of smaller charter academies, in partnership with the Los Angeles Unified School District (LAUSD).With a grant from the Bill and Melinda Gates Foundation, the National Center for Research on Evaluation, Standards and Student Testing (CRESST), was charged with monitoring the progress and effects of Green Dot Public Schools’ Locke transformation from 2007 to the present. Previous annual reports have presented findings related to the academic performance of Green Dot Locke (GDL) students. The primary focus of this current report, is to use both quantitative (including teachers’ value-added data based on state test scores) and qualitative data (interviews with 13 teachers and four administrators across GDL academies) to explore potential teacher factors influencing students’ academic progress since the transformation, particularly focusing on teacher recruitment/selection, retention, and support.
