In the August 2022 issue of School Administrator magazine, published by The School Superintendent’s Association (AASA), Dr. John Gatta, CEO of ECRA Group, contributed an article on the topic of academic return on investment (ROI). The article can be viewed, in context, via AASA’s digital magazine. For your convenience, the article is also posted below.…
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Listen to Dr. John Gatta, CEO of ECRA Group, in this interview with Larry Jacobs on Education Talk Radio, discuss how districts can measure academic return on investment (ROI). Dr. Gatta helps define academic return on investment and outlines several examples and some strategies for measuring ROI. This interview was made possible because of ECRA’s…
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The ECRISS 3.14.0 release includes the following new features as well as updates to improve user experience. Student Search A search bar is now available at the top of the School Improvement app! Users will only be able to search students who they have permission to view. Searching a student will bring a user to…
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Dr. John Gatta from ECRA Group and Dr. Erika Schlichter from Huntley 158 presented on the topic of Academic Return on Investment (ROI). In this webinar, Dr. Gatta explained best practices for measuring Academic Return on Investment (ROI) and Dr. Schlichter presented a case study from her school district. This livestream was presented in conjunction…
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Documenting the Academic Return on Investment (ROI) for programs and school improvement efforts is the essence of evidence-based practice. When evaluating the success of a particular program, districts often ask: “How did students in the program grow?” While this question is important, the answer does not reflect academic ROI. Instead, academic ROI asks: “How did…
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The fundamental purpose of setting school improvement goals is to assess the effectiveness of improvement efforts. The utility of the school improvement process rests on the inferences one can draw from meeting a goal. For example, a typical school improvement goal may be “increase the percentage of students meeting standards in grade 4 reading by 5%. While this type of goal is specific and concise, the results will provide little to no information as to the effectiveness of improvement efforts. Why? Because increasing grade 4 reading by 5% is likely an arbitrary goal that is unrelated to school performance and not evidence-based.
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Download Research BriefAt ECRA Group, we celebrate educational leaders and school districts across the nation and their response to a once-in-a-hundred year pandemic. The overnight innovations while under immense pressure and the willingness of all educators to adapt is remarkable. Despite the seemingly insurmountable challenges, significant progress was made. Educational leaders have observed, first-hand, the…
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ECRA is amongst the first firms nationally to release scientific evidence quantifying learning rates over the 15 month pandemic period that began in the Winter of 2020 and culminated in the Spring of 2021.
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ECRA Group CEO, John Gatta, was interviewed by WGN America’s NewsNation regarding the impact of COVID-19 on student learning.
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Join AASA’s guest, data analytics expert Dr. John Gatta in examining how to quantify learning loss and develop personalized learning recovery plans
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