Portfolio approach in schools needs more research

A “Think Twice” review of a think tank report from the folks at the National Education Policy Center.  The charter school and school choice aspects are important for readers of this space.

Inside Look Great Lakes Center’s exclusive subscriber email featuring key points, information and social media content about reviews and research May 25, 2023READ IN BROWSER Hello, Great Lakes Center subscriber: Schools and states have long assessed the right organizational structure that supports good schools for all students. One popular reform strategy is the “portfolio” approach, which involves autonomy, accountability and choice, giving schools greater authority over budget, staffing and curriculum decisions. Denver Public Schools adopted the portfolio approach in 2007 and has seen enrollment growth and academic gains. The Center for Education Policy Analysis at the School of Public Affairs at the University of Colorado Denver released a report that proclaims the improvements were caused by the portfolio strategy. However, a review of the report found specific policy prescriptions from the report are premature. Read on to learn more. Maddie Fennell Executive Director Great Lakes Center for Education Research and Practice REPORT REVIEWED Robert Shand, a professor at American University, reviewed “The System-Level Effects of Denver’s Portfolio District Strategy: Technical Report.” WHAT THE REVIEWER FOUND The Center for Education Policy Analysis report analyzes changes in academic performance by measuring test scores and graduation rates compared to other schools in Colorado during 11 years of the district’s experimentation with the portfolio approach. The approach includes central-office oversight of multiple school types, including charter schools, innovation schools and district-run schools, and allows for widespread parental choice under a single enrollment system. The model looks to school choice, competition and accountability to drive gains in student performance. The report’s lead author, who worked as a director of charter schools for Denver Public Schools during part of the time the portfolio approach was studied, is joined by other education reform backers and insists the study shows support for the district to undertake the full slate of portfolio policies. Academic gains in math and English and the high graduation rates are significant, but the review found they were not experienced equally, and this may have widened academic achievement gaps. The report also makes claims attributing the academic gains specifically to the portfolio reforms, which is premature because other changes beyond portfolio reforms were happening at the district simultaneously, including alterations to funding, curriculum and a slew of changes. Some gains, specifically those among marginalized groups, happened before the reforms. The report succeeds in documenting and drawing attention to the academic gains in Denver, Shand writes, but it is less useful as a guide to the way other school districts could replicate that success. Read the full review on the Great Lakes Center website or on the National Education Policy Center website. WHY YOU SHOULD CARE The academic outcomes in Denver Public Schools are meaningful, but before clear policies that are actionable in other districts, more study is needed on the nature of the reforms, including what else is happening in the district and the ways different communities and groups experience the reforms. It’s possible the schools lost democratic governance and oversight, provided more resources to already-privileged schools, and had marginalized students falling through the cracks because of barriers to accessing the best schools. Schools would have a hard time replicating the reforms and achieving similar outcomes, because it’s unclear if the outcomes were due to the reforms. TALKING POINTS TO REMEMBER A report on academic gains made in Denver Public Schools argues the improvements are due to the district’s use of a portfolio approach, though a review of the report found that’s a premature conclusion. Other changes beyond portfolio reforms were happening in the district simultaneously that could have impacted the academic results. The report should not be used for policymaking without further study of the exact impacts of the portfolio approach. SOCIAL SHARES Want to share this Think Twice Review with your social networks? We drafted some sample social media posts for your use. More research is needed before giving schools greater autonomy over their budgets, staffing and curriculum, to ensure these school reforms are felt equally by all students. Learn more: #EducationReform Academic improvements at @dps_k12 may be due to its switch to an approach that gives schools more autonomy but may also see marginalized students fall through the cracks because of barriers to accessing the best schools. A report from @CUDenverSPA argues academic gains in Denver Public Schools are due to the use of a portfolio approach, but a review of the report found that’s a premature conclusion. Read the review: Follow Us

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