Hanover Research finds mixed academic and behavioral results at Fayette County special-program and magnet schools

Hanover Research presented a district-commissioned analysis of student outcomes for seven special-program and magnet schools during the Fayette County Board of Education meeting on Dec. 19.

Sean Mullens, content director at Hanover Research, told the board the firm analyzed six years of student records covering enrollment, testing, discipline, attendance and demographics and converted outcome metrics into binary measures (for example: chronically absent or not). "We use both academic data, well as payroll data," Mullens said, explaining the firm matched student records and limited duplicates to the longest enrollment period when students had multiple records.

The descriptive analysis shows a mix of findings across schools. Mullens highlighted that some schools showed stronger behavioral outcomes than the district average for comparable student groups; by contrast, Rice STEM Academy showed lower academic and behavioral outcomes for female students compared with district averages. At Success Academy, researchers flagged substantially higher chronic absenteeism (48% at Success Academy versus 25% districtwide). Mullens emphasized the analysis is descriptive and stopped short of causal claims: "We're trying not to make too many conclusions based off of what we're seeing," he said.

Board members and administrators pressed Hanover on methodology and next steps. Board Member Green asked whether the analysis considered how students are selected for specialized programs; Mullens acknowledged selection was not included in the initial analysis and recommended that be explored in future work. George Ellerbach, Hanover's senior research associate, said the firm could move from descriptive statistics to tests of statistical significance and correlation in follow-up studies.

Doctor Liggins and board members said the report offers useful direction but does not yet require board action. Liggins noted the value of pairing quantitative findings with qualitative input from students, families and staff to capture program purposes beyond academic metrics. Hanover recommended the district conduct focus groups or surveys, pilot any program changes, develop continuous evaluation metrics (academic, behavioral, stakeholder satisfaction and return on investment), and schedule regular evaluations to adapt programs to district goals.

The board agreed to consider Hanover's recommendations and explore additional analysis and stakeholder engagement before proposing program changes. Hanover offered to support next steps and deeper analyses if the district chooses to proceed.