There is a strong desire to expand beyond
just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.
Not exact matches
So far, Connecticut, Delaware, Louisiana, and Tennessee, and other states «can use science test scores,» but «they
just can't be part of the «
academic achievement»
indicator.»
Focusing
just on proficiency can be a misleading sole
indicator of
academic excellence, especially considering many Oakland students enter the classroom far behind grade level.
Just like medical screenings that are brief, easy, reliable
indicators of overall health (think blood pressure or body temperature),
academic and behavioral screenings indicate the overall «health» of a school, class, or individual child, like when a school conducts vision and hearing screening at the beginning of the school year.
For example, states need the flexibility to evaluate school performance across multiple
academic indicators — not
just test scores — and to focus resources in the schools that need the most help.