Idaho Literacy Intervention Program Evaluation 2021

In 2020, the Idaho Legislature authorized an independent, external evaluation of the state’s literacy intervention program (Program) that will consider: (a) program design, (b) use of funds, including funding utilized for all-day kindergarten, (c) program effectiveness; and (d) an analysis of key performance indicators of student achievement, as well as any other relevant matters. For the third year, Idaho Policy Institute (IPI) was contracted to conduct the evaluation. Performance data traditionally used in this evaluation is unavailable because of the COVID-19 pandemic. As a result, IPI administered online surveys to teachers (n=494) and administrators (n=101) and conducted in-depth interviews with teachers (n=11) to understand the function and perceptions of the Program across the state. This report also includes data from the 2019/20 (LEA) literacy plans, budgets, and expenditure data

Idaho Diagnostic Site Visit Protocol 2020

Diagnostic site visits are a common evaluation tool for schools across the United States. The goal of site visits is to provide schools with a comprehensive third-party evaluation of policies and practices that impact school quality beyond test scores and assist in school improvement planning. The following report contains a protocol for conducting diagnostic site visits in the state of Idaho. The report is based on the standards to be evaluated during the site visits: faculty and staff, curriclum and instruction, communication and culture, governance, and finance. Also included are: Methods of standard evaluation Evaluation reporting expectations Evidence of standard indicators Scoring sheets and key Interview question example

Idaho Educational Policy Review

Kestrel West and yes. every kid. partnered with Idaho Policy Institute (IPI) to better understand the implementation of state and local-level education policies in school districts across the state of Idaho. IPI reviewed district policy handbooks and conducted surveys with superintendents and teachers in the state to answer research questions spanning several topics including class sizes, open enrollment, and alternative schools

Idaho Literacy Intervention Program Evaluation 2020

For over 20 years, Idaho leaders have recognized the critical importance of early childhood literacy. In this time, the Idaho State Legislature, State Board of Education and State Department of Education have developed policies, rules and plans as well as implemented programs to support reading proficiency in Idaho’s kindergarten through third grade students. In 2015, the Board of Education published an updated Comprehensive Literacy Plan for the state. The Legislature responded in 2016 by amending statutes related to early literacy development and establishing the current Literacy Intervention Program. In 2018, the Idaho Policy Institute completed an external evaluation of the Literacy Intervention Program requested by the Legislature. In 2019, the Legislature requested an additional, updated external evaluation. This report serves as that evaluation. The report evaluates the Literacy Intervention Program and discusses its design, use of funds and effectiveness during its first three years. The Literacy Intervention Program enables tailored literacy intervention plans at the Local Education Agency-level, allowing for flexibility to account for local needs. The mandated collection of data such as Idaho Reading Indicator scores, program budgets and annual expense reports is necessary for ongoing evaluation. Three years of expense data indicate a trend in which Local Education Agencies are better anticipating costs associated with the Program. This allows them to allocate their resources more efficiently. The testing instrument and procedures were changed (moving from the legacy IRI to the new IRI by Istation) in the Program’s third year in order to more effectively evaluate student literacy achievement. This change in testing limits the ability to compare overall literacy achievement across all Program years. However, early indications of patterns within the data can inform the Program’s implementation and evaluation in the future

Transportation Safety in Boise, Idaho: Reaching Vision Zero

Transportation System Safety is a Public Health Issue Vision Zero is a strategy to eliminate all traffic fatalities and severe injuries, while increasing safe, healthy, equitable mobility for all. Its proactive, preventative approach prioritizes traffic safety as a public health issue in order to prevent traffic injuries and fatalities. However, crashes are often perceived as isolated incidents caused by human errors, rather than being viewed collectively. Examining the dynamics related to crash fatalities and severe injuries through a systems approach can enable identification of overarching safety issues and lead City of Boise to address systemic faults that result in negative outcomes

COVID-19 Idaho Data Guide

What to consider when observing differences in COVID-19 case reporting: Cases Rates Time Day

Idaho Permanent Supportive Housing: Comparative Analysis

Permanent supportive housing (PSH) uses a Housing First approach to house people experiencing homelessness and living with a disabling condition. Idaho Housing and Finance Association (IHFA) partnered with Idaho Policy Institute (IPI) to conduct a statewide evaluation comparing scattered-site and single-site PSH programs at Low-Income Housing Tax Credit (LIHTC) properties in Idaho. Of the 151 PSH units in Idaho, 96 are in service consisting of 30 scattered-site and 66 single-site units. Additionally, 55 scattered-site units are anticipated to open in the next two years. No single-site PSH programs using LIHTC are planned. Future single-site PSH programs will require strong public-private partnerships modeled after successful programming in Ada County. This report includes a description of current LIHTC PSH programming in Idaho, recommendations of data required for future evaluations, and key considerations for resource and activity prioritization

Rural Industry Clusters Needs Assessment: Student Survey Summary

As part of an effort to inform future academic programming, Idaho Policy Institute (IPI) worked with Boise State University’s Offices of the Provost and the President to develop actionable insight into the emerging needs and gaps in the dairy industry in the Magic Valley and the technology, cybersecurity, and energy cluster in Eastern Idaho. In the first phase of the project, IPI surveyed high school students in each region in the spring of 2021. A total of 918 students were surveyed, 750 (82.1%) from the Magic Valley (MV) and 168 (17.9%) from Eastern Idaho (EI). Surveys asked students about their plans after high school, including if they plan to attend university, where they hope to attend university, and what they plan on studying. The following summarizes their responses

Idaho Statewide Housing Analysis 2022

Housing is a critical part of Idaho’s infrastructure. Domestic migration away from the nation’s large metropolitan areas is affecting small- and mid-sized regions across the United States. As a result, since 2010, Idaho’s population has grown 17.3%, making it the second fastest growing state in the nation. Housing stock hasn’t kept pace; 2020 vacancy rates for owner-occupied housing (0.8%) and renter-occupied housing (4.4%) are below the national average. Since 2015, Idaho housing values have increased 74.8% while median household income has increased 17.9%. This all has resulted in 26.6% of Idaho households (42.1% of renters and 25.7% of home owners with a mortgage) paying 30% or more of their income on housing costs. These cost burdened households are more likely than other households to sacrifice necessities (such as food, transportation, and healthcare) in order to pay for housing costs, and they are also more likely to experience housing instability and evictions. Cost burdened households are reflected in all income brackets and in all of Idaho’s 44 counties

Advanced Opportunities Program Evaluation 2020

In 2019, the Legislature commissioned an evaluation of the Advanced Opportunities (AO) Program (Idaho Code § 33-4601 – 4602). This evaluation considers the AO Program’s use of funds as well as program design and effectiveness. Data for the evaluation came from three primary sources: enrollment and spending data collected by the Idaho State Department of Education, an online survey of 133 AO personnel, and in-depth interviews with eight AO staff across the state. Major findings of this report are summarized below: Use of Funds Idaho spent $19.2 million to fund AO courses in school year (SY) 2018-19, up from$4 million in SY 2015-16. 37,268 Idaho students used AO funding in SY 2018-19, up from 15,294 students in SY 2015-16. Dual credit courses account for 72 percent of total AO funding. Overload courses accounted for 7.4 percent of AO funding, while AP, CTE, CLEP and IB exams made up 8 percent. Program Design Almost all local education agencies (LEAs) across the state offer dual credit courses to their students. AP exams are only taken in 34 percent of LEAs across the state and rural areas are much less likely to offer AP exams. AO staff report dual credit courses and CTE exams as priorities for the expansion AO offerings in their schools because of their high demand. There is significant overlap between the AO Program and College and Career Advising and Mentoring but the extent of overlap varies by LEA. Program Effectiveness The AO Program’s financial support provides equitable access to AO courses statewide, increases student confidence and college preparedness and individualizes learning. The AO Program struggles with the importance of career preparation and an overemphasis on college attendance. The state should continue to streamline enrollment and administrative processes across dual credit institutions and AO programs. Ongoing evaluation and data collection are essential to better understand how the AO Program affects Idaho students. Participation in advanced coursework has increased significantly across the state, yet the effects of this increase on go-on rates and degree completion are unknown. Future evaluations would benefit from student performance data including final grades and exam scores for AO funded courses as well as post-secondary achievement metrics