In addition to publishing education updates, the Governor's Office of Student Achievement (GOSA) works with researchers in the field to conduct more in-depth investigations. Such research focuses on education programs' effectiveness by raising and exploring questions regarding student achievement from preschool through postsecondary education. These longer-term research projects and their findings will be posted as they are completed. Please check back periodically for more reports.
Georgia Dual Enrollment and Postsecondary Outcomes
Dual enrollment provides opportunities for Georgia high school students to take postsecondary courses and earn concurrent credit toward both a high school diploma and a college degree. Using linked data from the GA-AWARDS data system housed at GOSA, the reports below summarize trends in public school dual enrollment participation, course-taking, high school graduation, postsecondary enrollment, and degree attainment for the given years.
2016-2017 Analysis of Dual Enrollment Outcomes (November 2018)
How Does Early Childhood Suspension Relate to Achievement in Reading and Math? (September 2018)
Using data from GA-AWARDS, Georgia’s longitudinal education data system, this report examines the relationship between out-of-school suspensions during Kindergarten through 3rd grade (K-3) and success in reading/English Language Arts (ELA) and math from 3rd grade through high school. Additionally, the report examines patterns in the incident types which led to K-3 suspensions, as well as the relationship between K-3 suspensions and the count of future out-of-school suspensions in middle and early high school.
Full Report (September 2018)
Georgia K-12 Teacher and Leader Workforce Report
The report provides a snapshot of the current K-12 teacher and leader workforce during the 2017-2018 school year. Created at the request of the Alliance of Education Agency Heads (AEAH), the report uses data from the GA-AWARDS data system and the Teachers Retirement System of Georgia. The report includes summary statistics on teacher and leader workforce characteristics, production, retention, and retirement eligibility.
2018 Executive Summary
2018 Downloadable Data: Teacher Workforce Characteristics by District
2018 Downloadable Data: Teacher Workforce Characteristics by School
2018 Downloadable Data: Leader Workforce Characteristics by District
2018 Downloadable Data: Teacher Workforce Retention by District
2018 Downloadable Data: Leader Workforce Retention by District
2018 Downloadable Data: Teacher Workforce Inter-District Mobility
2018 Downloadable Data: Teacher Workforce Intra-District Mobility
2017 Executive Summary
2017 Full Report (January 2018)
2017 Teacher Workforce Infographic
2017 Downloadable Data: Teacher Workforce Characteristics by District
2017 Downloadable Data: Teacher Workforce Characteristics by School
2017 Downloadable Data: Leader Workforce Characteristics by District
2016 Executive Summary
2016 Full Report
2016 Teacher Workforce Infographic
2016 PowerPoint Summary of Findings
2016 Downloadable Data: Teacher Workforce Characteristics by District
2016 Downloadable Data: Teacher Workforce Characteristics by School
2016 Downloadable Data: Leader Workforce Characteristics by District
Georgia's Public School Principals and Assistant Principals: A Summary of Leadership Experience, Age, and Retirement Status (October 2017)
In spring 2017, the General Assembly created a Joint Study Committee on the Establishment of a Leadership Academy to study the possibility of establishing a leadership academy to support public school principals and other school leaders. The committee requested the Governor’s Office of Student Achievement (GOSA) provide a report on the current status of public school building-level leaders. The report below summarizes the leadership experience, age, and retirement status of current principals and assistant principals. It examines statewide patterns, as well as by Regional Education Service Agency (RESA) and district size, combining data from the Professional Standards Commission (PSC) and the Teachers Retirement System of Georgia (TRS) for the 2016-2017 school year.
How Do Students’ 3rd Grade Reading Levels Relate to their ACT/SAT Performance and Chance of Graduating from High School? (March 2017)
This report examines the relationship between students’ 3rd grade reading proficiency and future academic success. Reading proficiency in 3rd grade is often linked to future academic success, but statewide data had not previously been analyzed to examine the link in Georgia. Following a cohort of 3rd grade students from 2007 through 2016, the study finds that students who earned higher scores on the 3rd grade reading CRCT had higher high school graduation rates, were more likely to take the ACT or SAT, and had higher average ACT and SAT scores compared to students in the other performance levels.
Georgia Higher Learning and Earnings (April 2018)
The Georgia Higher Learning and Earnings (GHLE) project provides information on earnings information for Georgia technical college and college/university graduates who work in Georgia after earning their degrees. The project includes an interactive dashboard, report, and summary of findings that explore earnings patters by degree type, program of study/major, and technical college and college/university.
High School Graduates Outcomes Report (July 2016)
This report serves as a follow-up to the “Georgia Students’ High School to College Transition” report published by GOSA in 2009, which presents college enrollment by school system and investigates the relationship between college enrollment as well as student-level factors. This report goes beyond the previous report by adding a layer of analysis using newly available data from Georgia’s Academic and Workforce Analysis and Research Data System (GA•AWARDS) and investigates relationships at the high school level. The report also acts as a companion tool to the High School Graduate Outcomes Dashboard, launched in January 2016, which allows users to drill down into the data from high school graduating classes between 2007 and 2014 and investigate where students enrolled in college, as well as the overall outcome of their enrollment.
The Performance of State Charter Schools, 2012-2013 through 2017-2018
For the past two years, the State Charter Schools Commission of Georgia (SCSC) has contracted with GOSA to evaluate the performance of all state charter schools. GOSA partnered with Dr. Tim Sass, Distinguished University Professor in the Department of Economics and the Andrew Young School of Policy Studies at Georgia State University to conduct this evaluation. For the 2013-2014 through the 2015-2016 school years, the evaluation examined multiple measures including 1) student performance on state assessments, 2) a “value-added” model (VAM) that includes statistical controls for observable student characteristics, prior academic performance, and school characteristics, and 3) the student growth model utilized in the CCRPI. These reports represent just one piece of a larger, more comprehensive accountability profile for each state charter school.
2017-2018 Full Report (published March 2019)
2016-2017 Full Report (published March 2018)
2015-2016 Full Report (published May 2017)
2014-2015 Full Report (published May 2016)
2013-2014 Full Report (published May 2015)
2012-2013 Full Report (published February 2014)
Student Mobility in Georgia: Establishing Patterns and Predictors (June 2014)
Each school year, thousands of Georgia students transfer schools for reasons other than grade promotion. Using data from 2012-13 for all Georgia K-12 public school students, this report assesses mobility patterns in Georgia. To assess mobility at the school and district level, GOSA calculated a churn rate for each school and district, which represents the number of student entries and exits during the school year divided by the number of students in the school on the Georgia Department of Education’s fall count date of October 2. The report also uses regression analysis to explore the relationships between a school's churn rate and demographic characteristics. At the student level, the report analyzes the relationship between the likelihood a student will move during the school year and demographic characteristics.
Academic Rigor and Post-Secondary Success (April 2012)
Using data from 2006 to 2008 on all Georgia high school students who matriculated to a two- or four-year University System of Georgia institution immediately upon graduation, this reports examines two issues:
- whether academic rigor in high school has an impact on success in college and
- whether student performance on End of Course Tests (EOCTs) is a better predictor of success in college than performance on the Georgia High School Graduation Test (GHSGT).
Teacher Attrition Study (September 2010)
GOSA commissioned Dr. Ben Scafidi, Associate Professor of Economics at Georgia College & State University, to examine teacher retention using Georgia public school employment data from 1998-2009. The study provides a comprehensive picture of teacher retention in Georgia by assessing the extent to which new teachers leave public education altogether, leave teaching but later return, or move into other professional public education roles.
Postsecondary Enrollment Report (August 2009)
In 2008, GOSA contracted with the National Student Clearinghouse to study the postsecondary enrollment of Georgia’s public high school graduates, using official graduate class data obtained from the Georgia Department of Education. This report details aggregate college enrollment data by school system for the high school classes of 2000 through 2008. Data in this report include the enrollment rates in college by school system, student enrollment in Georgia vs. other states, student enrollment in private vs. public institutions, as well as which institutions were the most popular by enrollment.
Georgia Graduation Coach Initiative Report
In 2006, Governor Perdue championed an initiative placing a graduation coach in each of Georgia's high schools. Each coach strives to identify and work with at-risk students and help them stay on track to graduate. Graduation coaches also identify, recruit and engage concerned organizations and agencies to serve in a variety of education support roles. Due to the success of the high school program, Governor Perdue also placed graduation coaches in each of Georgia's middle schools in the fall of 2007. The report below examines the program during the 2007-08 school year.
Georgia Special Needs Scholarship Program End of School Year Report
The Georgia Special Needs Scholarship (GSNS) Program, created by Senate Bill 10 (SB10) during Georgia’s 2007 Legislative Session, provides eligible special education students with the opportunity to attend another public or a private school. Each year, the GaDOE conducts an End of School Year Report.
EOCT Grading Alignment Study (January 2009)
GOSA commissioned a study analyzing the alignment of local school systems’ grading practices with their End of Course Test (EOCT) results. Dr. Chris Clark, Assistant Professor of Economics at Georgia College & State University, examined the relationship between Georgia students’ 2007 End of Course Test (EOCT) performance levels and the grades they earned in related courses. Below are links to the study’s findings.