The Fordham Institute's new
report, High Stakes for High Achievers: State
Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve
Accountability in the Age of ESSA, examines whether states» current or planned
accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve
accountability systems for
elementary and middle
schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.
While Rhode Island's «Minority + Poverty» grouping will ultimately account for most of the 60 percent of performance ratings for
elementary schools in the state, Louisiana's A-F grading system doesn't fully break down how minority students are faring, and Ohio was dinged by the star - studded group of education players reviewing the applications for its «inconsistencies» on how it will disaggregate performance for poor and minority groups for
reporting and
accountability.