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Orange County School Board reviews program-evaluation findings showing early gains but mixed long-term effects
Summary
District research staff presented biannual evaluations of multiple programs: 3DE (Junior Achievement) showed higher GPA for participants, Rosen Preschool produced strong kindergarten readiness that often leveled by elementary grades, VPK participation was linked to early literacy gains, and the Saga Algebra pilot showed no measurable test-score gains.
The Orange County School Board heard a program-evaluation briefing on May 1 from district research staff detailing recent reviews of several instructional and support programs.
Superintendent Dr. Vasquez and the research team explained that evaluations aim to check implementation fidelity and whether programs deliver the intended student outcomes. The presentation summarized methods (internal and external evaluations) and the frequent use of propensity-score matching to compare program participants with statistically similar nonparticipants.
Among the findings, the 3DE Junior Achievement program—evaluated across multiple high schools—was associated with higher weighted GPAs for participants (a reported average 3.9 weighted GPA for the 3DE cohort versus 3.4 for a matched control) and greater accumulation of industry-aligned course credit (average 0.94 course credits vs. 0.37). The team recommended targeted supports and consistent program delivery across campuses to address gaps for English learners, students with disabilities, and some racial/ethnic subgroups.
The Rosen Preschool evaluation, conducted under an MOU with the Rosen Foundation, showed that Rosen preschool attendees entered kindergarten with higher baseline math and literacy measures and maintained an initial advantage through kindergarten; by subsequent elementary years those advantages generally leveled relative to peers. Research staff flagged higher average absences and suspensions at some Rosen campuses and recommended longitudinal tracking to determine what factors—attendance, instruction quality, or outside supports—contribute to the leveling effect.
A separate analysis of the Rosen Scholarship program at Jones High School found 162 students initially eligible across three cohort years, 126 eligible at graduation after residential mobility, and 78 scholars who enrolled in postsecondary institutions. Fewer than 30% of those enrolled persisted continuously for two consecutive years; evaluators attributed nonenrollment to incomplete applications, missed deadlines, and missing documentation and recommended streamlining application support and adding a program specialist to improve outcomes.
Hanover Research’s collaboration on voluntary prekindergarten (VPK) impact found that OCPS VPK participants outperformed nonparticipants on early kindergarten measures (FAST PM1, STAR Early Literacy) after controlling for demographics; effects on early literacy were strongest, while STAR Math gains were smaller. The evaluation team recommended expanding VPK access for underserved students and strengthening math-readiness components in the VPK curriculum.
The Comprehensive Assessment System (CAST) Expert program received strong positive feedback from school leaders and CAST participants; the evaluation recommended embedding CAST activities into existing school workflows and continuing flexible professional learning formats. The district reported substantial use of CAST toolkit resources.
Finally, the Saga high-dosage Algebra 1 tutoring pilot compared 657 treated students with 657 matched controls and found no statistically significant improvement in Algebra 1 end-of-course scores despite roughly 70% teacher satisfaction; district leaders said Saga was retired at the end of 2024–25, producing approximately $1.3 million in recurring cost savings.
Board members cautioned that early gains—especially in preschool and VPK—do not always persist without continued, aligned supports. Several board members urged partnerships and wraparound services, longitudinal tracking, and targeted interventions (mentoring, application assistance, and stronger tier‑one instruction in elementary grades) to translate early readiness into sustained academic success. Presenters agreed to follow up with requested campus-level data, scholarship-administrative details, and longer-term tracking plans.
The board recessed after questions and said staff would provide follow-up data and next steps on recommended implementation work.
