{"id":5088,"date":"2013-12-23T22:22:52","date_gmt":"2013-12-24T03:22:52","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=5088"},"modified":"2021-05-04T15:45:52","modified_gmt":"2021-05-04T19:45:52","slug":"renaissance-schools-initiative-a-look-at-school-climate-in-renaissance-initiative-schools","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2013\/12\/23\/renaissance-schools-initiative-a-look-at-school-climate-in-renaissance-initiative-schools\/","title":{"rendered":"Renaissance Schools Initiative: A Look at School Climate 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, increased attention, and other strategies to improve persistently low-performing schools.\u00a0This research brief explores changes in school climate after a school turnaround effort at School District of Philadelphia Promise Academies and Renaissance Charter schools. Specifically, it looks at whether Promise Academies and Renaissance Charter schools demonstrated a change in the rate of serious incidents and a reduction in the percentage of students involved in a serious incident.<\/p>\n<p>Important findings include:<\/p>\n<ul>\n<li>Nearly all Renaissance Charter schools showed a decrease in the serious incident and offender rates since turnaround.<\/li>\n<li>One Promise Academy showed a decrease in the serious incident rate since turnaround. The remaining five Promise Academies were at pre-turnaround serious incident levels or higher. The rate of offenders declined at Promise Academy elementary and middle schools and increased at Promise Academy high schools.<\/li>\n<li>Changes in school climate appear to be correlated with changes in student achievement in Renaissance Charters and Promise Academies.<\/li>\n<\/ul>\n<p>Use the button to download the 3-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_School-Climate_Final_Dec.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This research brief explores changes in school climate after a school turnaround effort at School District of Philadelphia Promise Academies and Renaissance Charter schools. Specifically, it looks at whether Promise Academies and Renaissance Charter schools demonstrated a change in the rate of serious incidents and a reduction in the percentage of students involved in a serious incident.<\/p>\n","protected":false},"author":35966,"featured_media":4067,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[138,142],"tags":[],"class_list":["post-5088","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-school-climate","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5088","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=5088"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5088\/revisions"}],"predecessor-version":[{"id":5291,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5088\/revisions\/5291"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4067"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=5088"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=5088"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=5088"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}