Four years ago, my research team set out to build a more
holistic measure of school quality.
But as states rethink what success looks like, they can use more
holistic measures of school quality to improve school and student performance.
The new law also gives states the opportunity to use more
holistic measures of school quality and student success to classify schools.
Not exact matches
The framework provides a
holistic assessment
of school performance based on student growth and achievement in grades 3 — 8;
school climate
measures, including attendance and re-enrollment; and preschool classroom
quality.
But, today, I just want to point to three
measures from Leaders & Laggards that help to offer a more
holistic take on the
quality of a state's
school system.
Much
of their attention is focused on which indicators
of school quality or student success they will use to provide a more
holistic measure of school performance than the test - based
measures of the past.
«The Board is pleased with the new
School Improvement Framework, as it incorporates both academic and nonacademic school quality and student success measures to create a more holistic view of a school's environment for students,» Kevin Laverty, chair of the state board, said in a stat
School Improvement Framework, as it incorporates both academic and nonacademic
school quality and student success measures to create a more holistic view of a school's environment for students,» Kevin Laverty, chair of the state board, said in a stat
school quality and student success
measures to create a more
holistic view
of a
school's environment for students,» Kevin Laverty, chair of the state board, said in a stat
school's environment for students,» Kevin Laverty, chair
of the state board, said in a statement.
The bipartisan Every Student Succeeds Act
of 2015 (ESSA) ushered in a new way to improve K - 12
schools.1 ESSA promised states the opportunity to create more
holistic school classification systems using new
measures of school quality or student success — without losing sight
of academic achievement.
Although just one component
of the greater accountability system,
school classification systems are a top priority for states.1 As states design these systems, much
of their attention is focused on which indicators
of school quality or student success they will use for a more
holistic measure of school performance.2 According to ESSA, these new indicators may
measure one or more
of the following: 3
AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by
Holistic Judgement; AIM, Affect Intensity
Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation
of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual
of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory
of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for
School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting
Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics
of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.