Clients

“We have a high-performing district, but have opportunity gaps and did not have a data-based or data-informed culture. (Performance Fact’s) process helped highlight the opportunity gaps, created equity-minded goals for the district, and leveraged data throughout the process (both perception via student surveys and testing data) to develop targeted universalism goals and strategies to achieve them.”

— Dr. Kim Tew, Assistant Superintendent of Curriculum and Instruction, Princeton Public Schools, New Jersey (2024)

“Our ongoing work with Performance Fact is changing how we do our work. It is forcing us to examine and change practices, and be more disciplined in reporting our progress toward our goals.”

— Dr. Susan Enfield, Superintendent, Highline Public Schools, Burien, Washington (2014)

“The impact of Performance Fact’s work on our organization has been profound. We have seen significant improvements in several key areas.

Our staff and students now have a deeper awareness of equity issues and a better understanding of how to address them.

The implementation of equitable practices has led to the completion of the Graduate Profile that is aligned to the Local Control Accountability Plan and the Full Service Community School Plan.

By alignment these three important plans, we increase consistency, efficiency, collaboration, clarity, and impact in our educational practices.”

— Maria Arvizu-Espinoza, Deputy Superintendent, Yolo County Office of Education, California (2024)

“Working with Performance Fact was a tremendous opportunity to place our school’s under the microscope and examine our processes and practices and develop strategies for improvement. Performance fact introduced a strategy for improvement called “Getting A Win!” Getting A Win allowed for critical conversations around data and student performance outcomes.

[Performance Fact] was very supportive of my school’s approach to implementing the strategies of Getting A Win. Initially, it was a tough sell for teachers because of the work surrounding implementation. The meetings were thought-provoking and challenged teachers to be intentional around supporting students. By the third week of implementation, our teachers were already thinking about the upcoming school year and beginning implementation sooner.”

— Dr. Clyde Braswell, Principal, Washington Rose Elementary School, Roosevelt, New York (2024)

“As educators, we must continuously work toward (ensuring that) all students experience academic results that provide social and economic opportunity and lifelong fulfillment. While we know that this is not yet a reality for many Pennsylvania students, Performance Fact has helped us transform our good intentions into a focused and aligned system of school improvement from the state level to the classroom.”

— Gerald Zahorchak, Ed.D., Secretary of Education, Commonwealth of Pennsylvania, Harrisburg, Pennsylvania (2008)

“Performance Fact helps a district become a deeper-thinking entity. They build tremendous capacity in the organization to focus its work and build a future for its students that reflects optimism, acknowledgment of needs and strengths, and an accountable planning process that brings results.”

— Karen Angello, Ph.D., Superintendent, Allentown School District, Pennsylvania (2008)

“The district went from random thoughts of intentionality to a systemic approach to developing improvement plans. By partnering with Performance Fact, (we gained clarity for) establishing building goals, high-leverage practices, and improvement plans.”

— Erik Olson, Principal, Muskego-Norway School District, Muskego, Wisconsin (2014)