Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Summary

Institution	Policy Analysis for California Education (PACE); CORE Districts
Titel	Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Summary
Quelle	(2016), (2 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) requires states to develop an accountability system that includes multiple measures of student academic performance and at least one additional indicator of "School Quality or Student Success" (SQSS). To support policymaking at both the state and federal level, the authors of "Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3" use the innovative measurement system developed by the CORE Districts in California to explore one important aspect of ESSA, the identification of schools for support and improvement using a multiple measures framework. They find that: (1) Different academic indicators measure very different aspects of school performance, and states should therefore be allowed and encouraged to make full use of multiple measures to identify schools instead of reporting a single 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 law's attention to multiple measures of school performance; and (3) The majority of schools will be identified for Targeted support and Improvement (TSI) under the current regulations, which suggests that the rules for identification should be clarified. [This memo represents work underway as part of the CORE-PACE Research Partnership. For the full policy memo, see ED574851.] (ERIC).
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