[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584905-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-584905-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","achieve-180-program-evaluation-2021-2022","ACHIEVE 180 PROGRAM EVALUATION, 2021-2022","","Memorandum dated May 29, 2023 presenting the Achieve 180 Program Evaluation for 2021–2022 for HISD. The report summarizes changes in educator and student outcomes across Achieve 180 Program schools and non-Achieve 180 comparison schools, focusing on five years of program implementation. Key findings include tier-group leadership ratings meeting Effective levels, limited Highly Effective results, shifts in TADS ratings, and STAAR performance comparisons where non-Achieve 180 schools showed greater Approaches-level proportions but gaps narrowed over time.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/achieve-180-program-evaluation-2021-2022/584905/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/achieve-180-program-evaluation-2021-2022/584905.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the Achieve 180 Program evaluation for 2021–2022 cover?","Question",{"text":62,"@type":63},"It covers educator and student outcome changes for HISD Achieve 180 Program schools and non-Achieve 180 comparison schools, specifically for Title I, Part A campuses in the fifth year of the program.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which leadership rating levels were observed across tier groups in 2021–2022?",{"text":67,"@type":63},"All tier groups met at least the “Effective” level in 2021–2022, while only Light Support schools reached the “Highly Effective” level for school leader ratings.",{"name":69,"@type":60,"acceptedAnswer":70},"How did student performance gaps on STAAR Approaches-level results change from Spring 2021 to Spring 2022?",{"text":71,"@type":63},"The gaps between Achieve 180 Program schools and non-Achieve 180 Program schools decreased across all STAAR subject assessments over that period.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},584905,1792193086,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM May 29 , 2023  \nTO: Board Members  \nFROM: Millard L. House II  \nSuperintendent of Schools  \nSUBJECT: ACHIEVE 180 PROGRAM EVALUATION, 2021–2022  \nCONTACT: Allison Matney, Ed. D. , 713-556-6700  \nAttached is a copy of the Achieve 180 Program Evaluation, 2021–2022 report. This report presents changes in educator and student outcomes for HISD, Achieve 180 Program schools , and non-Achieve 180 comparison schools which were Title I, Part A campuses for the fifth year of the program. Previous reports have delineated the multifaceted program components aligned with its six pillars of best practice for school improvement.  \nKey outcomes included:  \n• In 2021–2022 (Year 5), 64 Achieve 180 Program schools included five of nine NR-SB1365 campuses in the district (which were assigned a rating of D or F by Texas Education Agency accountability rating in 2021–2022) .  \n• Forty two (65 .6%) of the program’s schools had participated for all five years of the program, ten schools (15 .6%) had participated for four years, one school ( 1.6%) had participated for three years, and eleven schools (17 .2%) had participated for two years of the program.  \n• A total of 41 ,647 students attended Achieve 180 Program schools with 42% of them attending schools with the greatest levels of need (Tier 1, Tier 2 , and Tier 3 Support) .  \n• All tier groups showed the mean school leader ratings which met at least the “Effective” level in 2021–2022.  \n• Only Light Support schools achieved “Highly Effective” level of the school leader rating, which was higher than the mean ratings for HISD schools and non-Achieve 180 schools, in 2021–2022.  \n• Both Achieve 180 Program schools and non-Achieve 180 Program schools, as well as HISD schools in general, decreased their mean school leader rating from 2020–2021 to 2021– 2022, however the gap in the rating between Achieve 180 Program schools and nonAchieve 180 Program schools was reduced.  \n• From 2020–2021 to 2021–2022, Tier 2 and Tier 1 schools showed an increase in their mean school leader ratings while Tier 1, Area Support, and Light Support schools declined their ratings.  \n• The mean Teacher Appraisal and Development System (TADS) appraisal rating fell within the “Effective” level across all tier groups.  \n• The districtwide mean TADS rating, as well as the mean TADS rating of non-Achieve 180 Program schools, did not change between 2020–2021 and 2021–2022 whereas Achieve  \n180 Program schools increased their mean TADS rating, resulting in reducing the gap in the rating between Achieve 180 Program schools and non-Achieve 180 Program schools.  \n• Tier 3, Tier 2, Tier 1, and Area Support schools showed an increase in their mean TADS ratings while Light Support schools decreased their mean TADS rating.  \n• Non-Achieve 180 Program schools showed larger proportions of their students meeting or exceeding the Approaches level in all STAAR subject assessments (including Reading,  \nMathematics, Science, Social Studies, Algebra I, Biology, English I and II, and U.S. History) than Achieve 180 Program schools in Spring 2021 and Spring 2022.  \n• The gaps in the proportions of students meeting the Approaches level between Achieve 180 Program schools and non-Achieve 180 Program schools decreased across all STAAR subject assessments from Spring 2021 to Spring 2022.  \n• Not-at-risk students were more likely to achieve the Approaches level in all STAAR subject assessments than at-risk students, regardless of whether they attended Achieve 180 Program schools or not.  \n• The percentage of Achieve 180 Program schools that met the accountability standard had increased from 40 percent (18 of 45 schools) in 2017 (pre-intervention) to 75 percent (33 of 44 schools) in 2018 (end of Year 1) and 81 percent (43 of 53 schools) in 2019 (end of Year 2) . In 2022 (end of Year 5), 92 percent (59 of 64 schools) was indeed assigned a rating of A, B, or C.  \nPositive effects of the Achieve 180 Program were observed although there were still few","cbCaitP9yQuEDocT","https://ap.wps.com/l/cbCaitP9yQuEDocT","pdf",1762781,68,"English","# Achieve 180 Program Evaluation, 2021-2022\n## Memorandum purpose and scope\n## Key outcomes and findings\n## Accountability standards and trends\n## Conclusions and recommended focus","[{\"question\":\"What does the Achieve 180 Program evaluation for 2021–2022 cover?\",\"answer\":\"It covers educator and student outcome changes for HISD Achieve 180 Program schools and non-Achieve 180 comparison schools, specifically for Title I, Part A campuses in the fifth year of the program.\"},{\"question\":\"Which leadership rating levels were observed across tier groups in 2021–2022?\",\"answer\":\"All tier groups met at least the “Effective” level in 2021–2022, while only Light Support schools reached the “Highly Effective” level for school leader ratings.\"},{\"question\":\"How did student performance gaps on STAAR Approaches-level results change from Spring 2021 to Spring 2022?\",\"answer\":\"The gaps between Achieve 180 Program schools and non-Achieve 180 Program schools decreased across all STAAR subject assessments over that period.\"}]","ACHIEVE 180 PROGRAM EVALUATION, 2021-2022 | PDF",1792052883,171]