High School Credit Accumulation

INQUIRY TEAM PLAN

Jennifer Carchietta, Deana Ferreira, Bruce Karhoff, Patricia Pena Carty and Georgieann Ramsudh

EDL 708, Research, Assessment, and Data-Driven Decision Making

Professor Tornifolio

November 4, 2013

 “Data are widely available; what is scarce is the ability to extract wisdom from them”

Hal Varian, UC Berkeley and Google Chief Economist

Methodologies and Models

            As a team we first came to a consensus on the methodologies we would employ as our decision making model, as well as the format we collectively believed to best facilitate our group planning meetings. We identified the Expected Utility Model as most effective means to achieve our goals for the school population we were servicing through our analyses. This model for data-driven decision making generates decisions that are effective, but not necessarily decisions that are perfect for the given situation. Through this model, we would consider alternatives to our original problem, selecting one solution after a comparative analysis of the alternatives, and adapting to the needs of our target population as factors changed during implementation of our plan. We felt that this model would not only be most realistic in addressing the needs presented in our focused study, but that we would also gain some flexibility to adjust course for the diverse student population we were serving.

            We collectively identified our ideal decision-making process for our group as Brainstorming, and this turned out to be a sound decision. We wanted to meet face-to-face in an environment that welcomed all team members’ ideas without comment or judgment.   Once a range of ideas were put forth by each member, this format allowed for group members to refine or augment ideas that were presented by other members in our meetings.  This allowed shared ownership of successful outcomes, and thus created a collegial atmosphere in which collaboration, constructive criticism, and honest feedback were welcomed. By challenging each other to maintain this highly professional environment and collectively upholding high standards, we were able to create our best possible plan, one that was fluid and open to modification based on emerging student needs.

School demographics

Based on the New York State Report Card (2011-2012), Riverdale Kingsbridge Academy (RKA), MS/HS 141, is composed of students from grades 6 – 12; there are 706 students in the middle school and 629 students in the high school.  The ethnic breakdown of the student population is 13% Black or African American, 53% a Hispanic, 9% Asian or Native Hawaiian, and 25% White.  The student body includes 7% English Language Learners (ELLs) and 12% special education students. The average attendance rate for the school is 92%.  The latest documented graduation rate is 86%,  Our Inquiry Team Plan will support the school’s greater goal of increasing this rate to a minimum of 90% graduation within four years.

**for entire paper, please see attached document