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1 | Topic | Category | Research Questions or Description | Status | Publication Title & Link | Authors | Date Published | ||||||||||||||||
2 | 2023-24 SPOTlight and School Progress Report on Equity and Education (SPREE) | Accountability | This accountability reporting aligns with the Goals 1-5. How did schools perform, and how did school performance change, overall and for student groups on key measures of student performance and Conditions for Success? | Published | philasd.org/spree - View the 2023-24 school reports | Office of Evaluation, Research, and Accountability | 3/6/2025 | ||||||||||||||||
3 | 2023-24 Alternative Education Progress Report (AEPR) | Accountability | This accountability reporting aligns with the Goals 1-5. How did alternative programs' metric performance compare to the targets established in their contracts? | Published | philasd.org/aepr - View the 2023-24 school reports | Office of Evaluation, Research, and Accountability | 7/29/2025 | ||||||||||||||||
4 | Description of participation on District-wide assessments administered in 2023-24 (includes College and Career assessments) | Assessments | 1. Which tests were administered by the Office of Assessment in 2023-24 school year? 2. What were the participation rates for these tests? | | |||||||||||||||||||
5 | Study of the relationship between Star computer-adaptive tests and Star curriculum-based measures | Assessments | This study aligns with Goals 1-3. 1. What is the relationship between Star CAT and Star CBM performance? | | |||||||||||||||||||
6 | Study of the relationship between student performance on Star and PSSA assessments | Assessments | This study aligns with Goals 1-3. 1. What is the correlation between Star and PSSA performance? 2. How accurately did Star predict performance on the PSSA? | | |||||||||||||||||||
7 | Study of the relationship between student performance on Star and Keystone assessments | Assessments | This study aligns with Goals 4-5. 1. What is the correlation between Star and Keystone performance? 2. How accurately did Star predict performance on the Keystone? | | |||||||||||||||||||
8 | Description of 2023-24 PSSA results | Assessments | This reporting aligns with Goals 1-3. 1. What percentage of students scored proficient or advanced on the PSSAs this year and how does it compare to prior years? 2. What percentage of students scored proficient or advanced on the PSSAs this year and how does it compare to prior years, by grade level? | | |||||||||||||||||||
9 | Description of 2023-24 Keystone results | Assessments | This reporting aligns with Goal 4. 1. What percentage of students scored proficient or advanced on the Keystones this year and how does it compare to prior years? 2. What percentage of students scored proficient or advanced on the Keystones this year and how does it compare to prior years, by grade level? | | |||||||||||||||||||
10 | Description of Star end-of-year participation, performance, and growth | Assessments | This study aligns with progress monitoring for Goals 1-3. 1. What were the participation rates for the Star tests throughout the 2023-24 and 2024-25 school years? a. Did participation rates differ by grade bands? b. Did participation rates differ by race/ethnicity? 2. What were the patterns in distribution of students across performance levels throughout the 2023-24 and 2024-25 school years? a. How did performance levels on Star tests differ by grade bands? b. How did performance levels on Star tests differ by race/ethnicity? 3. Did students at each grade level demonstrate growth from fall to spring in the 2023-24 and 2024-25 school years? 4. How does performance compare over time? | | |||||||||||||||||||
11 | English Learner enrollment mobility | English Learners | This reporting aligns with Strategic Action 3.8 and is part of our Philadelphia Education Research Consortium (PERC) partnership. 1. What are the within-year and between-year mobility patterns of students in high school (public and charter) from SY2021-2022 to SY2023-2024? a. Are English Learner students more mobile than non-English Learner students? Do EL students have distinct within-year or between-year mobility trends? b. What are the differences, if any, in Long-Term English Learner (LTEL) students’ mobility patterns, compared to English Learner students? 2. Do EL students have distinct mobility trends and reasons for changing schools as indicated by their exit codes? | Published | Patterns of Student Mobility Among English Learner Students in Public High Schools in Philadelphia - View the report | Lindsey Liu, MS Sean Vannata, MPA Elisabeth Fornaro, PhD Ebru Erdem, PhD | 3/21/2025 | ||||||||||||||||
12 | Evaluation of Quality Teaching for English Learners (QTEL) professional development, and coaching | English Learners | This reporting aligns with Strategic Action 3.8 Part 1 - QTEL Summer Institute: (1) To what extent were participants satisfied with the QTEL Summer Institute, and did they perceive their participation as being useful and beneficial to their practice? (2) How did participant knowledge of quality instruction for ELs change after participation in the QTEL Institute? (3) To what extent do participants agree with statements about their ability to teach ELs and their attitudes and beliefs related to teaching ELs after the QTEL Institute? Part 2 - Implementation of the QTEL model and related changes in practices: (4) How frequently did QTEL participants report using QTEL practices during the school year? (5) What did participants report as the primary challenges to implementing the QTEL model? (6) To what extent did participants report implementation of the QTEL model changing their approach to teaching ELs? (7) In what ways did respondents find that implementing the QTEL model benefited students? Part 3 - Participant attitudes and beliefs after QTEL implementation: (8) To what extent do participants agree with statements about their ability to teach ELs and their attitudes and beliefs related to teaching ELs after the 2023-24 QTEL program year? | Published | Quality Teaching for English Learners (QTEL): 2023-24 Implementation Report - View the report | Elisabeth Fornaro, PhD Andrew Munn, MA Sophia Weinstein, BA | 3/11/2025 | ||||||||||||||||
13 | Evaluation of Pregnant and Parenting Student Connections | Equity | This evaluation is required by a grant. 1. For students entering PPSC, what are their perceptions of school, academic beliefs, and needs as a pregnant or parenting student? 2. What are some reasons why these students do not come to school or are not enrolled in school? 3. What are stakeholder and student perceptions of PPSC? | | |||||||||||||||||||
14 | Youth Risk Behavior Survey (YRBS) administration and data dissemination | Health & Nutrition | This project is required by a grant. What is the incidence among high school students of risk behaviors (alcohol/drugs, violence, mental health, sexual behavior)? | | |||||||||||||||||||
15 | Descriptive information from the 2022-23 and 2023-24 Philly School Experience Survey (PSES) food insecurity data | Health & Nutrition | This reporting is required by a grant. 1. To what extent do SDP students and families report experiencing food insecurity? 2. To what extend do SDP principals report that food insecurity is a challenge to student learning? | | |||||||||||||||||||
16 | Eat Right Philly case study | Health & Nutrition | This study is required by a grant. 1. How do SNAP-Ed implementers and schools understand sustainability and SNAP-Ed’s “policy, systems, and environment” (PSE) initiatives? 2. What factors facilitate implementing sustainable PSE initiatives? 3. How do SNAP-Ed implementers and schools understand their roles in the partnership? | Published | “Something's Got to Give”: How the Tensions of School-Community Partnerships Challenge the Sustainability of SNAP-Ed Funded PSE Programming Within Schools - View the article | Elisabeth G. Fornaro, PhD Erin McCrossan, PhD Soula Servello, MS Peter Hawes, MPP Ebru Erdem, PhD Katrina Struloeff, PhD | 1/1/2025 | ||||||||||||||||
17 | Analysis of 2023 and 2025 Philadelphia Youth Risk Behavior Survey Data | Health & Nutrition | This reporting is required by a grant. | | |||||||||||||||||||
18 | Descriptive information from the Spring 2024 CTE follow-up survey | HS Graduation & Beyond | This reporting aligns with Strategic Action 3.12 and Goal 5: College and Career. What do recent CTE graduates report about their post-graduation experiences, and the extent to which they are related to their CTE pathway? | Published | Spring 2024 CTE Graduate Follow-up Survey Results - View the slide deck | Office of Research and Evaluation | 7/17/2025 | ||||||||||||||||
19 | Act 158 Outcomes | HS Graduation & Beyond | This reporting is part of our Philadelphia Education Research Consortium (PERC) partnership focused on providing evidence to support the District’s goal for all students to graduate prepared for college or careers. | | |||||||||||||||||||
20 | Conduct and summarize results of graduate follow-up survey | HS Graduation & Beyond | What are the post-graduation experience of recent SDP graduates? | | |||||||||||||||||||
21 | District-level descriptive information from 2023-24 Senior Exit Survey | HS Graduation & Beyond | This accountability reporting aligns with the Goals 4-5. 1. What post-secondary education plans do students have within one year of graduation? 2. What support systems did students have to help them navigate career and post-secondary education options? | Published | 2023-24 Senior Exit Survey: District-Level Report - View the report | Office of Research and Evaluation | 2/7/2025 | ||||||||||||||||
22 | Analysis of 10th Grade on Track and its relationships to 9th Grade on Track and to 4-year graduation | HS Graduation & Beyond | Is the District's current 10th Grade On Track profile an effective indicator of whether students are likely to graduate in their intended, 4-year timeframe? | | |||||||||||||||||||
23 | Descriptive information from the 2021-22, 2022-23, and 2023-24 Senior Exit Survey summer melt data | HS Graduation & Beyond | This reporting aligns with the Goals 4-5. 1. What is the percentage of college-intending seniors who do not enroll in college their first fall after graduation? 2. Did summer melt rates vary by student demographics? 3. Did summer melt rates differ from the previous year? 4. What are some high school experiences associated with a reduction in the odds of summer melt? | Published | Summer Melt: How Many Seniors Follow Through on Plans to Attend College? Results from the Senior Classes of 2022, 2023, and 2024 - View the report | Daniel Inwood, MA Motunrayo Olaniyan, PhD | 7/31/2025 | ||||||||||||||||
24 | Evaluation of Year 1 implementation of the new K-12 ELA curricula | Literacy | This evaluation aligns with Strategic Action 3.3. Do teachers, school leaders, and central office support staff believe they have what they need to implement Expeditionary Learning and StudySync with integrity? | | |||||||||||||||||||
25 | Evaluation of Year 1 implementation of K-12 Illustrative Math curriculum | Math & Science | This evaluation aligns with Strategic Action 3.2. Do teachers, school leaders, and central office support staff believe they have what they need to implement Illustrative Math with integrity? | Published | Illustrative Math Curriculum Implementation Evaluation: Year 1 - View the report | Erin McCrossan, PhD Elisabeth G. Fornaro, PhD Sophia Weinstein, BA | 4/7/2025 | ||||||||||||||||
26 | Evaluation of Year 2 implementation of K-12 Illustrative Math curriculum | Math & Science | This evaluation aligns with Strategic Action 3.2. Are teachers and school leaders implementing Illustrative Math with integrity/fidelity (as intended)? | | |||||||||||||||||||
27 | Centralized tutoring enrollment, attendance, feedback and performance 2023-24 end of year report | Remediation & Enrichment | 1. How many students enrolled in centralized tutoring in 2023-24? 2. What were the attendance patterns for students who enrolled in tutoring? 3. What was the stakeholder feedback on the program (teachers, students, parents)? 4. Did tutored students show growth in District interim assessments from fall to spring? | | |||||||||||||||||||
28 | Evaluation of 2024 Summer Programs | Remediation & Enrichment | 1. What were summer program enrollment/attendance rates? 2. What were staff, student, and family experiences of summer programs? 3. What were outcomes for Summer School and Summer Achievers? | Published | Summer Programs 2024: Offerings, Attendance, Survey Results, and Recommendations - View the report | Sarah Arnold, MPA Sophia Weinstein, BA Daniel Inwood, MA | 2/27/2025 | ||||||||||||||||
29 | Education of Children and Youth Experience Homelessness (ECYEH) 2023-24 evaluation | School Climate | This evaluation is required by a grant. 1. During the 2024-25 school year, did ECYEH approaches result in the identification of school-age students as experiencing homelessness at some point during the year? 2. How many students did ECYEH support in terms of the following services: enrollment assistance, uniforms, school supplies, and transportation assistance? 3. Was ECYEH able to implement the TEEN program for students in addition to professional development opportunities for educators, school personnel, and others? 4. How do students experiencing homeless compare to other District students on measures of attendance and achievement? | Published | Education of Children and Youth Experiencing Homelessness (Analysis of 2023-24 Data) - View the report | Michael Frisone, MS Melissa Karakus, PhD | 4/11/2025 | ||||||||||||||||
30 | Education of Children and Youth Experience Homelessness (ECYEH) 2024-25 evaluation | School Climate | This evaluation is required by a grant. 1. During the 2024-25 school year, did ECYEH approaches result in the identification of school-age students as experiencing homelessness at some point during the year? 2. How many students did ECYEH support in terms of the following services: enrollment assistance, uniforms, school supplies, and transportation assistance? 3. Was ECYEH able to implement the TEEN program for students in addition to professional development opportunities for educators, school personnel, and others? 4. How do students experiencing homeless compare to other District students on measures of attendance and achievement? | | |||||||||||||||||||
31 | Perceptions of Youth Court: Student Experiences | School Climate | How do students perceive the experience of Youth Court? | | |||||||||||||||||||
32 | Special Education Landscape, 2024-25 | Special Education Students | 1. How many students were part of each Specialized Service support program? 2. What is the demographic make up of these students? 3. How are students in specialized service support programs performing in Star assssments? 4. What are the attendance and suspension rates for students in each specialized service program? | | |||||||||||||||||||
33 | Evaluation of First STEPs (Mental Health Professional Demonstration grant) | Student Supports | This evaluation is required by a grant. What are the perceptions of interns and supervisors of the program? | | |||||||||||||||||||
34 | School building stakeholder survey | Survey Administration | This survey aligns with Strategic Action 1.1 How do stakeholders perceive their existing school buildings? What are their priorities for their school buildings moving forward? | Published | Facilities Planning Process: A Summary of Stakeholder Feedback - View the website | Office of Evaluation, Research, and Accoutability | 1/31/2025 | ||||||||||||||||
35 | 2025-26 and 2026-27 academic calendar survey | Survey Administration | What are stakeholders' preferences for the 2025-26 an 2026-27 Academic Calendars? | Published | 2025-26 and 2026-27 Academic Calendar Feedback Survey Results - View the report | Helena Pylvainen, MPP | 2/27/2025 | ||||||||||||||||
36 | FY2026 budget + family/parent resources survey | Survey Administration | This survey aligns with Strategic Action 5.8 and Strategic Action 2.9. What are stakeholders' priorities for the FY2026 budget? What types of resources and content would parents, guardians and families prefer for Parent University? | Published | Fiscal Year 2026 Budget Priorities Survey Results - View the slide deck Results from the Parent & Family University Survey and Listening Sessions - View the slide deck | Office of Evaluation, Research, and Accoutability | 5/21/2025 | ||||||||||||||||
37 | Annual School Selection reporting (2023-24 process) | System Trends | This reporting aligns with Guardrail 4: Addressing Racist Practices. Annual reporting on student qualifications, applications, offers, and acceptances | Published | A Summary of the 2023-24 School Selection Process - View the report | Theodore Wills, PhD Joy Lesnick, PhD Michael Frisone, MS | 1/21/2025 | ||||||||||||||||
38 | Annual School Selection reporting (2024-25 process) | System Trends | This reporting aligns with Guardrail 4: Addressing Racist Practices. Annual reporting on student qualifications, applications, offers, and acceptances | | |||||||||||||||||||
39 | Study of graduation rate trends over time | System Trends | 1. What are the graduation rates for the 2020-21 9th grade cohort for different public school sectors in Philadelphia? 2. What are the longitudinal trends in graduation rates? | | |||||||||||||||||||
40 | Descriptive information from the October 2024 enrollment snapshot | System Trends | 1. What are the enrollment numbers for different public school sectors in Philadelphia in 2024-25 school year? 2. What are the year-over-year and long-term trends in enrollment? | Published | Philadelphia Public School Enrollment, 2024-25 - View the brief | Louis Klein, BA Ebru Erdem, PhD | 4/23/2025 | ||||||||||||||||
41 | Daily Attendance Dashboard | System Trends | Published | Daily Attendance dashboard | 3/10/2025 | ||||||||||||||||||
42 | College & Career Dashboard & School Profiles College & Career tab - refresh with 2023-24 data | System Trends | What did college and career readiness, graduation, and college-going look like across the District in 2023-24? How has this performance changed over the past three years? | Published | schoolprofiles.philasd.org & College & Career dashboard | 4/4/2025 | |||||||||||||||||
43 | PSSA & Keystone Dashboard & School Profiles Reading & Language Arts and Math & Science tabs - refresh with 2023-24 data | System Trends | What did reading, math, and science performance like across the District in 2023-24? How has this performance changed over the past three years? | Published | schoolprofiles.philasd.org & PSSA & Keystone the dashboard | 4/4/2025 | |||||||||||||||||
44 | School Profiles Climate tab - refresh with 2023-24 data | System Trends | Published | schoolprofiles.philasd.org | 4/4/2025 | ||||||||||||||||||
45 | SPREE dashboard & School Profiles SPREE tab refreshed with 2023-24 data | System Trends | Published | schoolprofiles.philasd.org & SPREE dashboard | |||||||||||||||||||
46 | School Profiles AEPR tab refreshed with 2023-24 data | System Trends | | ||||||||||||||||||||
47 | School Profiles - roll over to 2025-26 school year | System Trends | | ||||||||||||||||||||
48 | Philly School Experience Survey Dashboard & School Profiles PSES tab - refresh with 2024-25 data | System Trends | | ||||||||||||||||||||
49 | Enrollment Dashboard & School Profiles Enrollment tab - refresh with 2025-26 data | System Trends | | ||||||||||||||||||||
50 | Philly School Experience Survey (PSES) 2023-24 results slide deck | System Trends | This reporting aligns with Priority Areas 1 & 4 of Accelerate Philly. 1. What were the main trends for PSES core topics in 2023-24? 2. How did results in PSES core topics vary by school? | Published | 2023-24 Philly School Experience Survey Results - View the slide deck | Office of Evaluation, Research, and Accoutability | 12/13/2024 | ||||||||||||||||
51 | Philly School Experience Survey (PSES) 2024-25 results slide deck | System Trends | This reporting aligns with Priority Areas 1 & 4 of Accelerate Philly. 1. What were the main trends for PSES core topics in 2024-25? 2. How did results in PSES core topics vary by school? | | |||||||||||||||||||
52 | Teacher Certification Landscape, 2024-25 | System Trends | How many teachers have a Standard Certification vs an Emergency Certification? Are there differences in distribution by school or region? | | |||||||||||||||||||
53 |