A Research Report From EPIC

Round 4 of the Partnership Model: 2023-24 Implementation Report

December 2024

This report describes school improvement efforts of Partnership districts and schools during the 2023-24 school year. We bring together quantitative and qualitative data to describe the implementation of improvement strategies, including the factors that enabled or constrained effective implementation. We also report changes over time for several intermediate indicators of school improvement. We focus on three key areas of practice: human capital, curriculum and instruction, and student attendance. Finally, we discuss the role of support the Office of Partnership Districts (OPD) and ISDs provided to Partnership districts and schools.

Key findings include:

• Challenges with human capital eased somewhat yet remain a major concern for Partnership districts, and especially Partnership schools. Issues include hiring difficulties, reliance on substitute teachers, and teacher turnover. Partnership districts remain focused on pipeline initiatives (e.g., grow-your-own teacher programs) and salary increases aimed at improving teacher recruitment and retention.
• On the whole, indicators of instructional quality, school climate, and school leadership were consistent with the prior school year. Partnership districts were focused on developing resources and systems to improve instruction, with full implementation planned for the 2024-25 school year. However, persistent challenges with human capital likely hindered districts’ progress.
• Chronic absenteeism remained a problem for Partnership districts, and Partnership school principals in particular reported an increased focus on student attendance. Partnership districts used similar strategies to improve attendance as in the previous year.
• In some cases, districts that described specific strategies to address challenges in their improvement plans (i.e., MICIP) were more likely to show progress in implementing those strategies. Examples included certain teacher recruitment and retention strategies, instructional supports, and academic interventions.
• Partnership schools and districts benefited from the support OPD and their ISDs provided. ISDs especially helped Partnership districts and schools through professional development and other instructional and academic supports. Partnership agreement liaisons helped districts navigate funding opportunities, access resources, and track progress with implementation.