{"id":5939,"date":"2020-11-30T12:50:31","date_gmt":"2020-11-30T17:50:31","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=5939"},"modified":"2021-05-24T12:17:21","modified_gmt":"2021-05-24T16:17:21","slug":"aepr-trends-from-2016-17-to-2018-19","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2020\/11\/30\/aepr-trends-from-2016-17-to-2018-19\/","title":{"rendered":"Trends in Performance on the Alternative Education Progress Report (AEPR) from 2016-17 to 2018-19"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]SDP&#8217;s Alternative Education Progress Report (AEPR) provides a high-level overview of how our alternative education\u00a0programs are performing in the\u00a0areas, or domains, that matter the most for student success, and it includes reports designed to evaluate the metrics most relevant to each school model and purpose. This brief analyzes data from 2016-17 to 2018-19 to identify trends by report type and domain. Use the button below to download the 19-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%2F11%2FAEPR-Performance-Trends-2016-17-to-2018-19-Focus-Brief-November-2020.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>SDP&#8217;s Alternative Education Progress Report (AEPR) provides a high-level overview of how our alternative education\u00a0programs are performing in the\u00a0areas, or domains, that matter the most for student success, and it includes reports designed to evaluate the metrics most relevant to each school model and purpose. This brief analyzes data from 2016-17 to 2018-19 to identify trends by report type and domain.<\/p>\n","protected":false},"author":21878,"featured_media":4087,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[284,377,142],"tags":[],"class_list":["post-5939","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-accountability","category-aepr","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5939","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\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=5939"}],"version-history":[{"count":2,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5939\/revisions"}],"predecessor-version":[{"id":5941,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5939\/revisions\/5941"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4087"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=5939"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=5939"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=5939"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}