Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3

Autor/inn/en	Hough, Heather; Penner, Emily; Witte, Joe
Institution	Policy Analysis for California Education (PACE); CORE Districts
Titel	Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3
Quelle	(2016), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Educational Legislation; Educational Change; Educational Indicators; Academic Achievement; Measurement Techniques; Educational Quality; Success; School Districts; Intervention; Change Strategies; Achievement Gains; Graduation Rate; Language Proficiency; English Language Learners; Attendance Patterns; Suspension; Expulsion; Social Development; Emotional Development; School Culture; Elementary Schools; Middle Schools; High Schools; Correlation; Summative Evaluation; Scores; Needs Assessment; Educational Improvement; School Support; California + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Bildungsreform; Educational indicato; Bildungsindikator; Schulleistung; Messtechnik; Quality of education; Bildungsqualität; Erfolg; School district; Schulbezirk; Lösungsstrategie; Achievement gain; Leistungssteigerung; Language skill; Language skills; Sprachkompetenz; Ausschluss; Schulausschluss; Relegation; Soziale Entwicklung; Gefühlsbildung; Schulkultur; Schulleben; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Korrelation; Bedarfsermittlung; Teaching improvement; Unterrichtsentwicklung; Schulförderverein; Kalifornien
Abstract	The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework. They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic "School Quality and Student Success" indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy. [This memo represents work underway as part of the CORE-PACE Research Partnership. For a summary of this policy memo, see ED574852.] (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01