Any reading of ESSA leaves one wondering what exactly Congress meant when it asked states to «meaningfully differentiate» among schools, when it required that states give «substantial weight» to each indicator, or when it stipulated that
academic indicators count for «much greater weight» than non-academic ones.
Not exact matches
As new measures of
academic performance appear, experts stress that quantitative
indicators are only part of what
counts as scientific impact.
The Scholars» Paradise model would use «scale scores» or a «performance index» for the «
academic achievement»
indicator; measure growth using a two - step value - added metric; pick robust «
indicators of student success or school quality,» such as chronic absenteeism; and make value added
count the most in a school's final score.
Together, results from these three assessments will be included along with at least one other
academic indicator chosen by the state to
count more than other
indicators in statewide accountability systems.
The
academic indicators must
count much more in the determination of accountability ratings than the non-
academic indicator (s), but states are allowed to determine the exact weight of each
indicator.76