{"id":6699,"date":"2016-04-11T08:00:14","date_gmt":"2016-04-11T12:00:14","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6699"},"modified":"2020-03-03T18:43:39","modified_gmt":"2020-03-03T22:43:39","slug":"essa-accountability-dont-forget-high-achievers","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/essa-accountability-dont-forget-high-achievers\/","title":{"rendered":"ESSA Accountability: Don&#8217;t Forget the High Achievers"},"content":{"rendered":"<p><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/putting-a-price-tag-on-the-common-core\/fordham-institute-2\/\" rel=\"attachment wp-att-1475\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-1475\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/06\/fordham-institute.gif?resize=220%2C66\" alt=\"fordham institute\" width=\"220\" height=\"66\" \/><\/a>In the early days of the accountability movement, Jeb Bush\u2019s Florida developed an innovative approach to evaluating school quality. First, the state looked at individual student progress over time\u2014making it one of the first to do so. Then it put special emphasis on the gains (or lack thereof) of the lowest-performing kids in the state.<\/p>\n<p>Many were fans of this approach which focused on low-achievers. It was an elegant way to highlight the performance of the children who were most at risk of being \u201cleft behind,\u201d without resorting to an explicitly race-based approach like No Child Left Behind\u2019s.<\/p>\n<p>Chad Aldeman of Bellwether Education Partners recently\u00a0<a href=\"http:\/\/educationnext.org\/how-should-states-design-school-rating-systems-a-conversation-with-an-expert\/\" target=\"_blank\" rel=\"noopener noreferrer\">interviewed<\/a> one of the designers of the Florida system, Christy Hovanetz, who elaborates:<\/p>\n<p><em>By focusing on the lowest-performing students, we want to create a system that truly focuses on students who need the most help and is equitable across all schools. We strongly support the focus on the lowest-performing students, no matter what group they come from.<\/em><\/p>\n<p><em>That does a number of things. It reduces the number of components\u2026within the accountability system and places the focus on students who truly need the most help\u2026.It also reduces the need for small n-sizes. If you\u2019re looking at the lowest-performing students in any given school, it\u2019s a larger n-size than a lot of the race or curricular subgroups.<\/em><\/p>\n<p>Michael Petrilli, writing for the Thomas B. Fordham Institute, says, &#8220;I still understand the impulse, but I\u2019ve come to see this approach as a big mistake. That\u2019s because it signals to schools that their low-achievers should be a higher priority than their high-achievers. And in a high-poverty school especially\u2014where everybody is poor\u2014that has the unintended consequence of hurting high-achieving, low-income students.&#8221;<\/p>\n<p>Thankfully, under the Every Student Succeeds Act, states now have the opportunity\u2014and face the challenge\u2014of designing school rating systems that can vastly improve upon the model required by NCLB. And one of the most important improvements they can make is to ensure that their accountability systems encourage schools to pay attention to\u00a0<em>all<\/em>\u00a0students, including their strivers.<\/p>\n<p>State rating systems need to contain four crucial elements\u2014all allowable under ESSA\u2014if their high-achievers are again to matter to their schools:<\/p>\n<ol>\n<li>For the first academic indicator required by ESSA (\u201cacademic achievement\u201d), give schools extra credit for achievement at the \u201cadvanced\u201d level.<\/li>\n<\/ol>\n<ol start=\"2\">\n<li>For the second academic indicator expected by ESSA (student growth), grade schools using a true growth model that looks at the progress of students at all achievement levels, not just those who are low-performing or below the \u201cproficient\u201d line.<\/li>\n<\/ol>\n<ol start=\"3\">\n<li>When determining summative school grades, or ratings, make growth\u2014across the achievement spectrum\u2014count the most.<\/li>\n<\/ol>\n<ol start=\"4\">\n<li>Include \u201cgifted students\u201d (or \u201chigh achieving students\u201d) as a subgroup in the state\u2019s accountability system, and report results for them separately.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>For more detailed analysis, see <a href=\"http:\/\/edexcellence.net\/articles\/essa-accountability-dont-forget-the-high-achievers?mc_cid=3c47106869&amp;mc_eid=13fd2917e1\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/edexcellence.net\/articles\/essa-accountability-dont-forget-the-high-achievers?mc_cid=3c47106869&amp;mc_eid=13fd2917e1<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In the early days of the accountability movement, Jeb Bush\u2019s Florida developed an innovative approach to evaluating school quality. First, the state looked at individual student progress over time\u2014making it one of the first to do so. Then it put special emphasis on the gains (or lack thereof) of the lowest-performing kids in the state. <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/essa-accountability-dont-forget-high-achievers\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about ESSA Accountability: Don&#8217;t Forget the High Achievers<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":824,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[5,338],"tags":[86,295,289,88,54,92,71,18],"class_list":["post-6699","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-politics-policy","category-uscee","tag-equity","tag-essa","tag-gifted-education","tag-nclb","tag-policy","tag-politics","tag-student-achievement","tag-systemic-reform"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>ESSA Accountability: Don&#039;t Forget the High Achievers - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/essa-accountability-dont-forget-high-achievers\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"ESSA Accountability: Don&#039;t Forget the High Achievers - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"In the early days of the accountability movement, Jeb Bush\u2019s Florida developed an innovative approach to evaluating school quality. First, the state looked at individual student progress over time\u2014making it one of the first to do so. Then it put special emphasis on the gains (or lack thereof) of the lowest-performing kids in the state. 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