{"id":5085,"date":"2013-11-23T22:22:55","date_gmt":"2013-11-24T03:22:55","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=5085"},"modified":"2021-05-04T15:46:57","modified_gmt":"2021-05-04T19:46:57","slug":"renaissance-schools-initiative-a-look-at-student-retention-and-mobility-in-renaissance-initiative-schools","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2013\/11\/23\/renaissance-schools-initiative-a-look-at-student-retention-and-mobility-in-renaissance-initiative-schools\/","title":{"rendered":"Renaissance Schools Initiative: A Look at Student Retention and Mobility in Renaissance Initiative Schools"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]The School District of Philadelphia\u2019s Renaissance Schools Initiative was first implemented in 2010-11. The initiative was intended to spur dramatic improvements in student performance over a short period of time by providing additional resources, changes in staffing, increased attention, and other strategies designed to improve persistently low-performing schools.<\/p>\n<p>This research brief explores\u00a0changes in student mobility before and after school turnaround efforts in the District&#8217;s Promise Academies and Renaissance Charter Schools. Specifically, it looks at within-year student retention and mobility rates one year prior to turnaround and one year into turnaround for Promise Academies and Renaissance Charter Schools.<\/p>\n<p>Important findings include:<\/p>\n<ul>\n<li>Overall, there was an improvement in within-year student retention in the year after turnaround in both Renaissance Charter Schools and Promise Academies. The improvement was greater in Renaissance Charter schools than in Promise Academies.<\/li>\n<li>These gains were significant across all examined grades in Renaissance Charter Schools, but only for grade 9 in Promise Academies.<\/li>\n<li>Increases in student retention experienced in the year after turnaround were maintained through 2012-13.<\/li>\n<\/ul>\n<p>Use the button to download the 2-page brief.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2020%2F04%2FResearch-Brief_Student-Retention_FINAL.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This research brief explores\u00a0changes in student mobility before and after school turnaround efforts in the District&#8217;s Promise Academies and Renaissance Charter Schools. Specifically, it looks at within-year student retention and mobility rates one year prior to turnaround and one year into turnaround for Promise Academies and Renaissance Charter Schools.<\/p>\n","protected":false},"author":35966,"featured_media":4492,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[142],"tags":[],"class_list":["post-5085","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5085","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/35966"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=5085"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5085\/revisions"}],"predecessor-version":[{"id":5293,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5085\/revisions\/5293"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4492"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=5085"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=5085"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=5085"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}