A more immediate source of anger is the idea that an assessment that will play such a major
part in the school accountability system should be carried out on pupils who are so very young, and that it should happen so early in their time at school.
For example, ESSA requires states to include a broader set of
factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time devoted to testing.
Education Week examines whether the «widespread worry that states would walk away from making sure that particular groups of students — English - language learners, students in special education, and racial minorities —
mattered in their school accountability systems» under ESSA is well founded.
In a letter sent Thursday to Jason Botel, the department's acting assistant secretary for elementary and secondary education, the National Science Teachers Association and the STEM Education Coalition said that the department's recent feedback on states» plans for the Every Student Succeeds Act improperly discourages states from using
science in school accountability systems.
Nearly two years later, not a single state's plan to comply with the federal education law — and its broader vision for judging school performance — calls for inclusion of such
measures in its school accountability system.»
Valuing the Early Years in State Accountability Systems Under the Every Student Succeeds Act raises «the possibility of including
preschool in school accountability systems, and suggest some questions for states to consider in deciding whether that makes sense in their context.»
They have an article in Educational Researcher and have been giving interviews emphasizing that while non-cog skills appear to be a very important part of later life success, our methods of measuring these concepts are still not very strong — certainly not strong enough to include
in school accountability systems.
But we can't simply wish it away — which is why «closing the achievement gap» remains a powerful aspiration, but a terrible principle to embed, quite literally,
in school accountability systems.
Should Non-cognitive Skills Be Included
in School Accountability Systems?
Should non-cognitive skills be included
in school accountability systems?