The Central Educational Center

Research Report 3

2003–2004

Anthony Chow

Research Associate

Florida State University

Instructional Systems/Information Studies

Table of Contents

I.      Executive Summary.. 1

II.        CEC Performance Data.. 1

III.       SWOT Analysis. 16

A.    Strengths. 16

B.     Weaknesses. 17

C.    Opportunities. 17

D.    Threats. 18

IV.       Future Research.. 18

V.    Conclusion.. 19

I.                  Executive Summary

Our research conducted over the past two years has reasonably accomplished each of our initial research objectives (refer to Report 1):

1.      Establish valid, efficient research design for measuring CEC performance

2.      Observe and document CEC as an instructional system in three fundamental areas: structure, function, and process.

3.      Assist CEC in measuring charter performance objectives

4.      Measure outcomes and internal systems responsible for outcomes

5.      Develop instrumentation and methodology for measuring performance of CEC and similar models

6.      Assist CEC in identifying areas for potential improvement

Examination of the Central Educational Center from a systems perspective has yielded a well designed institution with all of the necessary ingredients for success: well funded, highly experienced faculty and administration, viable and validated curriculum (based largely off of the technical college certification program), with innovative teaching, classroom management, and administrative support.  The organizational alignment between the CEC’s outcome goals (function), the means (structure) which was put in place to meet these goals, and the processes established to achieve these goals was and is impressive and well aligned. 

Interviews and survey data from faculty, parents, and students indicate high levels of satisfaction with CEC. On site observation supported this data as students and faculty alike spoke glowingly of their experience and we were unable to find any of the stakeholders that had negative comments about their experience with the school.

II.               CEC Performance Data

Review of the outcome performance data, although more difficult to gather and draw conclusions from, also appear positive. There are both internal and external measures to examine when trying to determine the overall performance of CEC over the past four years, 2000-2004 academic years.

Of the two readily measurable charter objectives, both of which are external measures, decreasing the Coweta County drop out rate and increasing the county average on the Georgia High School Graduation Test (GHSGT). The drop out rate objective has been attained dropping from 8% in 2000 down to 5% in 2003.  per Figure 1 below.

 and two of the five county wide pass rate objectives on the GHSGT have been met (English/Lang. Arts and Social Studies), two others are only 1% short of their respective objectives (Writing, goal 97% and pass rate 96% and Math, goal 93% and pass rate 92%), with the last objective, Science, which is not being taught at CEC, the only pass rate objective to clearly not have been met (Science goal of 83%, actual pass rate 72%).