{"id":7500,"date":"2016-11-30T08:00:37","date_gmt":"2016-11-30T12:00:37","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=7500"},"modified":"2016-11-22T11:38:13","modified_gmt":"2016-11-22T15:38:13","slug":"states-redesign-accountability-systems-essa","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/states-redesign-accountability-systems-essa\/","title":{"rendered":"How States should Redesign their Accountability Systems under ESSA"},"content":{"rendered":"

\"fordham<\/a>David Griffith and Michael Petrilli have put their minds together to produce an ideal ESSA accountability system as a model for state education agencies. Below are excerpts from their recent blog post: <\/span><\/p>\n

States are now putting pen to paper on their accountability plans and many of them want advice about what to do. So no more hesitating or prevaricating. Here\u2019s our attempt\u2014just David and Mike, mind you, not Fordham at large\u2014to lay out an ideal accountability system for states. <\/span><\/em><\/p>\n

Design Objectives<\/b><\/em><\/p>\n

Our proposed accountability system has three goals:<\/span><\/em><\/p>\n

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  1. To gauge school performance as fairly and accurately as possible (most importantly, by not penalizing schools for factors outside their control, such as students\u2019 prior achievement)<\/span><\/em><\/li>\n
  2. To encourage schools to focus on <\/span>all<\/span> students\u2019 long-term success<\/span><\/em><\/li>\n
  3. To foster an environment that rewards quality by empowering parents<\/span><\/em><\/li>\n<\/ol>\n

    System for Rating Schools<\/b><\/em><\/p>\n

    Consistent with the Department of Education\u2019s interpretation of ESSA, our proposed accountability system assigns summative school ratings based on a range of indicators, which we describe below. To be clear, we believe ESSA can be read to allow for <\/span>multiple<\/span> grades or ratings for schools (for instance, one each for Academic Achievement, Student Growth, Graduation Rates, Progress toward English Language Proficiency, and Other Indicators of School Quality and Student Success). That would be our preferred interpretation. But assuming the feds stick to their guns, here\u2019s how we\u2019d combine these factors into a summative grade (A-F).<\/span><\/em><\/p>\n