In order to measure the success of the project, EWBCS and EMS proposed the targeted outcomes listed below, along with evidence illustrating the extent to which each of the outcomes was met.

1. Analysis of pre- and post- test data (internal assessments) would show at least a 10% improvement among EMS students.
2. Measurable improvement by EMS 6^th graders (as measured by the passing rate, proficiency rate, or both) on the state MCAS exam for 6^th grade mathematics (See Tables 1 & 2).
3. Post-surveys administered to teachers and staff at EMS would show that 80% of participants participants considered the project “useful” or “very useful” in helping raise student achievement (See Table 3).

Just one of the three targeted outcomes was successfully  accomplished during Year 1 of the project.  The results for 6^th grade MCAS scores showed that the partnership did not have an immediate impact on math achievement at EMS.   Scores for 6th grade math remained flat at EMS when measured by passing rate, and the proficiency rate actually declined from 2005 to 2006 (See Tables 1 &2).  Although we are still awaiting data from internal assessments at EMS, preliminary pre- and post- test results also do not offer much more in the way of evidence of success.   EMS principal noted that the school initially "struggled to integrate some of what we learned from the project with Edward Brooke Charter School," and the project did not affect last school year's scores.

However,  while 2006 MCAS scores and other assessment data did not show marked improvement at EMS, the school's math teachers and principal still remarked that the partnership was "useful."   One of the teachers noted that "examining student assessment results and aligning them with the state's learning standards influenced my students' learning as well as my instruction."   Another noted that "meeting with a member of the [EWBCS] staff and discussing raising student achievement was a useful exercise."   In this regard, the staff survey results at EMS reflected the fact that the project, as implemented, did meet our expectations.

Post-Project Survey at EMS

Table 3. How would you rate the project with regard to its usefulness in helping raise student achievement? a) very useful b) useful c) somewhat useful d) not useful   % of respondents (n=3) very useful 0% useful 100% somewhat useful 0% not useful 0%

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The Partnership In Practice

While not identical in make-up, both schools enroll populations of Boston public-school students as outlined below.  It was (and is) the belief of school leaders at both EWBCS and EMS that there existed enough common ground in the nature of our schools and programs to make a partnership meaningful and productive.

We believe that the formative assessment system developed and implemented at EWBCS was made possible in large part as a result of the freedom available to charter schools to plan school schedules, calendars, and curriculum, and to institute school-based policies on student arrival, dismissal, and after-school help.  As a district public school, EMS had little leeway in altering any of these.  While neither school saw these as insurmountable, they presented themselves as obstacles nonetheless.

There were many things we were able to do as planned:

• We found that we were able to develop customized interim assessments as anticipated.  We  were able to meet with teachers to analyze assessment data and make action plans for targeted student support on the basis of that analysis
• We were able to provide that targeted student support through the use of 3^rd party tutors, hired by EMS for that purpose (not classroom teachers).
  

However, we did have difficulty in each of the following areas:

• providing direct targeted support from classroom teachers during any out-of-class time. 
• making changes in curriculum, lesson sequence, etc. in response to student weaknesses identified by the assessment data
• altering the structure of the daily double math block in any way to provide targeted student support by classroom teachers within the class period
• generating strong teacher buy-in
  

The reasons for the difficulty in the above areas related to the expressed understanding on the part of 6^th grade math teachers at EMS that they did not have the latitude to make changes to curriculum, lesson sequence, class structure, or in scheduling out-of-class time for student support.  Consequently, the action plans we developed on the basis of interim assessment results consisted solely of providing information to 3^rd party tutors as to where students needed improvement.  We were not able to successfully schedule tutoring from or provide in-class support from 6^th grade math teachers.

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Conclusion and Looking Ahead

It was clear by end of the first year of the project that there existed significant limitations on the extent to which the results from an interim assessment analysis could be used to provide direct student support or make modifications to the 6^th grade math curriculum (or at least, not in any way that EWBCS has the capacity to disseminate to another school).  EMS applied for and received a grant to launch an extended day program for2006-07, and there was some discussion about the possibility of using this extended time to provide targeted student support on the basis of interim assessment results. 

Although the partnership had minimal impact during the 2005-2006 school year (the project period), EMS principal noted that during the 2006-2007 school year, the school has "seen an application of a new approach to data analysis that has helped raised student achievement in math.  "The teachers involved in the collaboration last year are playing a lead role in a school-wide data analysis project, which contributes directly to the currciulum plan in our new Expanded Learning Time Program.  Results are now showing.  On our Grade 6 mid-year district exam (January 2007), we saw the best results that Edwards School has ever shown on a district assessment.  Our Grade 6 students scored first out of the 17 middle schools in the district and 4th out of the 31 schools housing Grade 6 classes.  The collaboration with [EWBCS] contributed directly to this improvement."

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