Evaluating and strengthening Continuous School Improvement

Evaluating and strengthening Continuous School Improvement

ARRT ReadinessJennifer B. Davis Hinds Community College Radiologic Technology Program

Index

• Purpose

• Current CSI Practices

• Reflection

• Strengths of CSI

• References

• Gaps in Current CSI

• CSI literature support

• Best practices

• Current Performance Levels

• Proposed Improvements

• Why These Changes Matter

• Student Support & Engagement

• Leadership Role

Purpose

• Evaluate the current CSI process
• Compare to research-based practices
• Identify improvements
• Leadership role

Current CSI Practices

• ARRT scores, mock exams, clinical evaluations
• Faculty review-student performance
• Strong focus on clinical competency

Strengths of Current CSI

• Multiple data points collected
• Faculty and clinical collaboration
• Commitment to student success

Gaps in current csi

• Fragmented data systems

• Limited leading indicators

• Reactive interventions

CSI in the literature

• Clear measurable goals

• Ongoing monitoring

• Data-driven decisions

"Continuous school improvement is an ongoing process of inquiry that involves identifying problems, implementing strategies, and using evidence to guide adjustmets." (Smylie, 2010)

Clear, measurable goals and consistent monitoring improve student outcomes

- Schmoker, 1999

Comparison to Best PRactice

• Strengths: data + collaboration
• Gaps: benchmarks, tracking, and early intervention

Current PErformance level:Program effectiveness data

95% Pass rate 1st attempt

100%Job placement

100% Program completion

• Strong competency outcomes
• Opportunities to improve early readiness

Student engagement patterns strongly influence long-term academic success (Vandelannote & Demanet, 2025)

PRoposed Improvements

70%

Set 70% benchmark

Create tracking systemTrack repeat exposures

Embed review questions

Why these changes matter

aligns with CSI research

Supports data-driven instruction

Improves early intervention

Early intervention combined with strong support systems improves student outcomes (Pyun & Maleci, 2026)

Student support & Engagement

• Build relationships
• Increase engagement
• Support improves outcomes
• Social support and student attitudes toward learning significantly influence academic performance

60%

Research shows student support and engagement significantly impact achievement Social support reduces barriers to success (Cui et al., 2023; Pyun & Malecki, 2026) Engagement is a strong predictor of long-term outcomes (Vandelannote & Demanet, 2025)

70%

role of leadership

Encourage early intervention

Support faculty collaboration

Promote use of data

Leadership reflection

• CSI must be intentional

• Balance data and relationships

• Focus on student success

References

Cui, T., Kam, C. C. S., Cheng, E. H., & Liu, Q. (2023). Exploring the factors relating to academic resilience among students with socioeconomic disadvantages: Factors from individual, school, and family domains. Psychology in the Schools, 60(4), 1186–1201. https://doi.org/10.1002/pits.22824 Pyun, Y., & Malecki, C. K. (2026). Socioeconomic status and academic performance: Serially mediated by social support and attitude to school. Psychology in the Schools, 63(1), 118–129. https://doi.org/10.1002/pits.70079 Schmoker, M. (1999). Results now: The key to continuous school improvement (2nd ed.). ASCD. Smylie, M. A. (2010). Continuous school improvement. Corwin Press. Vandelannote, I., & Demanet, J. (2025). One way or another: An optimal matching analysis of students’ educational pathways and the impact of socioeconomic background and engagement. British Educational Research Journal, 51(1), 416–443. https://doi.org/10.1002/berj.4077