PERFORMANCE LEARNING CENTERS ®

Performance Learning Centers are a unique non-traditional learning environment for high school students who are not succeeding in traditional schools. In a small school academy setting, the PLCs create business-like learning environments where students complete coursework using online, computer-based curriculum and through project-based learning. PLC staff use the CIS philosophy to create a caring learning environment where students are challenged and supported to meet their social and academic goals.

 

Independent Evaluation of PLCs

The Georgia Performance Learning Centers® (PLCs) were recently evaluated by ICF International, an independent research firm. Comprised of four studies, the centerpiece of the PLC evaluation is a district-level, quasi-experimental study.  The quasi-experimental study compared changes in graduation and dropout rates between school districts with PLCs and those without PLCs.   

Graduation Rate Findings.  The study found that changes in graduation rates were much higher for PLC districts than for matching non-PLC districts (+1.3 percentage points higher following one year of implementation and +6.0 following two years). These outcomes represent a level of improvement generally considered “substantively important” by the U.S. Department of Education Institute of Education Science’s What Works Clearinghouse.

Dropout Rate Findings. PLC districts overall performed better with respect to dropout rates than those without PLCs.  Dropout rates increased substantially for non-PLC districts over 2 years, while PLC districts only experienced only a slight increase in dropout rates (0.2 percentage points). Overall, net change results demonstrated better performance in dropout rates for PLC districts in comparison to non-PLC districts for 1 and 2 years following implementation (-1.3 percentage points year 1 and -0.2 Year 2).

  

 

The other components of the evaluation, including surveys and case studies yielded the following results:

• PLCs are cost-effective.  A comparison of per pupil cost of the PLC model to that of traditional schools demonstrates that PLCs operate at the same or similar levels of expenditure.
• The case study included in the evaluation documented the effectiveness of the PLC Model in promoting individual student success.  
• Case studies indicated the importance of PLC services coordinators (site coordinators at PLCs are called services coordinators) and noted that staff, community partners, parents and students saw the coordinator’s role as a key driver of success.

The ICF International evaluators concluded that “Georgia PLCs' targeted efforts appear to be having large district effects on student graduation rates and dropout rates - a finding which is surprising given that PLCs only enroll approximately 75 to 80 students within a district.  Apparent reasons for this outcome appear to be centered in the PLC's non-traditional, self-directed, student-centered learning environment.”

 

Click here to dowload an overview of the evaluation results.

Click here to dowload the ICF Summary Report.

Click here to download the full QED Report.

Click here to download the full Survey Report.

Click Here to download the full Case Study Report.

During the 2008 school year, the Communities In Schools network operated 29 Performance Learning Centers (PLCs) supporting students in 27 counties and 29 school systems throughout Georgia.

Academics

 

76% of PLC students improved their academic average while in the program.

 

Average Change: On average, students came to PLC with an average in academic subjects of 68.5 in traditional schools. While at PLC, students averaged 79.9 in academic subjects, an average gain of 11.4 points.

 

 

 

 

 

 

  Graduation

 

During the 2008 school year, Performance Learning Centers served over graduated a total of 1,062 students, 1.3% of all graduates in the state. 

Since PLCs began in the 2002-2003 school year, 3,076 Georgia students have earned their high school diplomas through Performance Learning Centers.