BERC evaluations are quantitative and qualitative in nature. Multiple data systems, specific to evaluation goals, are triangulated and contextualized to produce the most in-depth and accurate evaluation report possible.
High School transcripts are often analyzed to look at academic rigor, college eligibility and course taking patterns. This information can be disaggregated in terms of gender, ethnicity, free or reduced lunch, and more.
Course Handbooks can be analyzed to see if courses offered to students are Below Standard, At Standard, or Above Standard. This information can be tracked over time to see how changes effect academic achievement.
BERC evaluators gather qualitative data through focus groups with administrators, teachers, students and parents to gain an understanding of the program. This information is used to triangulate quantitative data.
We conduct classroom observations using the STAR Protocol to determine the extent to which Powerful Teaching and Learning exists within a school and can triangulate with teacher and student STAR surveys.
Surveys can be given to various groups including staff, students, parents, and administrators to gain perception data concerning a program. Information gathered helps contextualize the impact of the evaluated program.
Standardized testing scores such as SAT, ACT, AP, and WASL can be tracked and analyzed over time.
We can track students to determine college attendance and persistence rates.