Data Sources

Here we document the challenges many i3 schools face with their facilities (including disrepair, co-location with the closing school, and facility moves).

Here we document the challenges many i3 schools face with their facilities (including disrepair, co-location with the closing school, and facility moves).

Hindrances: Respondents at CRM schools were asked to identify the factors that they felt created the greatest hindrances to their schools' academic growth. This table shows the areas that were most frequently identified across all CRM schools. Limitations: CRM schools describe the barriers that keep students from meeting academic targets.This table shows the factors that were most frequently identified at CRM schools.

Hindrances: Respondents at CRM schools were asked to identify the factors that they felt created the greatest hindrances to their schools' academic growth. This table shows the areas that were most frequently identified across all CRM schools. Limitations: CRM schools describe the barriers that keep students from meeting academic targets.This table shows the factors that were most frequently identified at CRM schools.

CREDO surveys schools about the unique opportunities and supports that i3 funding provides and the influence of i3 funds on school practices. We look for a sense of shared identity or purpose across the CRM schools.

CREDO surveys schools about the unique opportunities and supports that i3 funding provides and the influence of i3 funds on school practices. We look for a sense of shared identity or purpose across the CRM schools.

The Community Engagement data provides insight into the CRM schools' approaches to engagement with the surrounding community, including efforts made during the school closure and turnaround process. Schools also describe their involvement with community resources to support the school.

The Community Engagement data provides insight into the CRM schools' approaches to engagement with the surrounding community, including efforts made during the school closure and turnaround process. Schools also describe their involvement with community resources to support the school.

See how CRM schools in New Orleans moved to different facilities across the life of the study.

Here we examine schools' capacity for family engagement based on whether they have dedicated and experienced staff in place to fulfill this role.

Here we examine schools' capacity for family engagement based on whether they have dedicated and experienced staff in place to fulfill this role.

The Family Engagement data surveys how Closing, Flagship, and CRM schools viewed and approached parent and family engagement. Schools identify barriers to family engagement and we assess where schools struggle and succeed in regularly involving their students' families.

The Family Engagement data surveys how Closing, Flagship, and CRM schools viewed and approached parent and family engagement. Schools identify barriers to family engagement and we assess where schools struggle and succeed in regularly involving their students' families.

CREDO surveys school leaders about principal and school review practices, professional development opportunities, and CMO involvement in the performance management process.

CREDO surveys school leaders about principal and school review practices, professional development opportunities, and CMO involvement in the performance management process.

We examined at performance standards for teachers across CRM schools, teacher evaluation practices, and interventions for poor performance. Additionally, CRM staff were asked about the use of student performance results to inform professional development as well as CMO involvement in performance management.

We examined at performance standards for teachers across CRM schools, teacher evaluation practices, and interventions for poor performance. Additionally, CRM staff were asked about the use of student performance results to inform professional development as well as CMO involvement in performance management.

We assess the leadership experience and skills of CRM principals, including time spent preparing to open the CRM school and satisfaction with compensation and professional development.

We assess the leadership experience and skills of CRM principals, including time spent preparing to open the CRM school and satisfaction with compensation and professional development.

Here we review the areas of operation in which schools focus their attention across the life of the CRM study. We assess whether schools have strong systems in place, how schools and CMOs evaluate these systems, and how processes evolve across time.

Here we review the areas of operation in which schools focus their attention across the life of the CRM study. We assess whether schools have strong systems in place, how schools and CMOs evaluate these systems, and how processes evolve across time.

The School Culture data provides summaries across a broad spectrum of school practices, including mission and vision, behavior management, suspension and expulsion, challenges students face with culture, and student population changes.

The School Culture data provides summaries across a broad spectrum of school practices, including mission and vision, behavior management, suspension and expulsion, challenges students face with culture, and student population changes.

The School Culture data provides summaries across a broad spectrum of school practices, including mission and vision, behavior management, suspension and expulsion, challenges students face with culture, and student population changes.

The School Culture data provides summaries across a broad spectrum of school practices, including mission and vision, behavior management, suspension and expulsion, challenges students face with culture, and student population changes.

Respondents at CRM schools nominated the top three strengths of their schools. Responses across all schools are shown in the chart below.

School leaders and staff describe the efforts and challenges surrounding special education in CRM schools. CREDO assesses CRM schools' abilities to access SPED and other child-focused supports.

School leaders and staff describe the efforts and challenges surrounding special education in CRM schools. CREDO assesses CRM schools' abilities to access SPED and other child-focused supports.

The qualitative Student Enrollment data examines schools' views on enrollment across the evaluation period, including whether or not they are able to meet enrollment goals and the roll-out of the New Orleans common application, One App.

The qualitative Student Enrollment data examines schools' views on enrollment across the evaluation period, including whether or not they are able to meet enrollment goals and the roll-out of the New Orleans common application, One App.

We survey schools about student recruitment strategies in their first and second years of operation, including the effects of OneApp on recruitment in New Orleans.

We survey schools about student recruitment strategies in their first and second years of operation, including the effects of OneApp on recruitment in New Orleans.

CREDO looks at teachers' work-life balance and views of job sustainability in schools second through fourth years of operation.

CREDO looks at teachers' work-life balance and views of job sustainability in schools second through fourth years of operation.

CREDO reviews teacher hiring and recruitment strategies and challenges at CRM schools and considers how these evolve across the life of the study.

CREDO reviews teacher hiring and recruitment strategies and challenges at CRM schools and considers how these evolve across the life of the study.

This table illustrates leadership turnover at the CRM schools across the first five years.