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D Minus Data


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D Minus Data | Faint Praise


Here are the scores the curriculum and instructional Strategic Support Team of the Council of the Great City Schools gave to the Richmond Public Schools.

Note: The Council grades on a scale from 1 to 5: 1 is lowest.  The last column translates that to the more familiar scale where 4.0=A and 0.0=F.

Item Practice CGCS 4-Point
1 Board cohesion 1.0 0.0
2 Board focus on policy issues 1.0 0.0
3 Board academic focus 1.0 0.0
4 Board initial vision 1.0 0.0
5 Board sets initial goals 1.4 0.4
6 Board & Super turnover 1.2 0.2
7 Analyze factors before deciding 1.6 0.6
8 Assess weaknesses before instituting reforms 1.4 0.4
9 Consider options & strategies before instituting reforms 1.2 0.2
10 Board trusts Superintendent with day-to-day operations 1.0 0.0
11 Concrete and specific goals 1.6 0.6
12 Seek community input 2.2 1.2
13 Sell goals & plans to community before moving forward 1.8 0.8
14 Proclaim urgency, high standards, and no excuses 1.6 0.6
15 Business ops effective for schools 2.0 1.0
16 Central office support to schools 2.0 1.0
17 Central office designed to fix schools' immediate problems 2.0 1.0
18 District plan to build confidence in reforms N/A N/A
19 District pursues funds in line with priorities N/A N/A
20 District shifts funds into existing priorities N/A N/A
21 Set specific performance goals and principles 1.4 0.4
22 Consider best practices in similar districts 2.2 1.2
23 Specific timelines for meeting goals 1.2 0.2
24 Focus on student achievement goal 1.2 0.2
25 Focus on state accountability system 1.4 0.4
26 Formal mechanism for holding senior staff accountable 1.0 0.0
27 Formal mechanism for holding principals accountable 1.2 0.2
28 Formal mechanism for holding Superintendent accountable 3.2 2.2
29 Formal mechanism for rewarding principals & senior staff 1.2 0.2
30 Formal mechanism for focusing on low-performing schools 2.5 1.5
31 Formalized process to drive schools forward 1.8 0.8
32 Interventions for lowest performing schools 2.5 1.5
33 District shifts personnel, funds, and programs to low performing schools N/A N/A
34 Plans for improving teachers in lowest performing schools 1.8 0.8
35 Formal process for monitoring schools 2.3 1.3
36 Uniform curricula 2.5 1.5
37 Prescriptive reading and math curriculum 2.5 1.5
38 Additional time for reading and math 2.3 1.3
39 Differentiated instruction for low-performing students 2.3 1.3
40 Curriculum aligned to state standards 2.4 1.4
41 Clear grade-to-grade alignment of curriculum standards 2.0 1.0
42 Scientifically-based reading curriculum 1.8 0.8
43 Pacing guides to assure curriculum coverage 3.0 2.0
44 Closely monitor curriculum implementation 1.8 0.8
45 Uniform professional development 1.8 0.8
46 Professional development focus on classroom practice 2.3 1.3
47 Formal way to to provide classroom support to teachers 2.0 1.0
48 Monitor reforms to ensure universal implementation 1.5 0.5
49 System to encourage implementation of reforms 1.4 0.4
50 Central office takes responsibility for instruction quality 1.6 0.6
51 Comprehensive accountability system 1.6 0.6
52 Review student progress throughout year 1.8 0.8
53 Disaggregate data 2.4 1.4
54 Use data to target interventions 2.0 1.0
55 Ongoing training in use of test scores 1.4 0.4
56 Use data to target professional deveopment 1.6 0.6
57 Start reform in early elementary grades 1.2 0.2
58 Fledgling strategies to teach older students 2.0 1.0
59 Research-based interventions in middle and high schools 1.6 0.6
60 Doubles up on teaching basic skills to lagging students 2.2 1.2
61 Offer AP courses in high schools 1.0 0.0
  Average 1.75 0.75
  Maximum 3.2 2.2
  Median 1.8 0.8

 

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Last updated 04/01/12
Please send questions or comments to John Butcher