We believe that some of these differences are critical because the choices states make may determine how powerful attendance and chronic absence are
as measures of school quality and student success.
The publications highlighted point out
key measures of school quality, support professional development in data use, suggest action steps for building better data systems, and tackle data and equity issues.
But if we're unable to develop
strong measures of school quality that can be used remotely, the logical conclusion to be drawn is not that we ought to rely on them anyway.
While there is value in
multiple measures of school quality, the focus on college - and career - readiness for students should not be obscured by other data that do not align to that goal of student success.
It's why our current federal education law asks states to define other
measures of school quality in addition to information gleaned from test scores.
My first set of results demonstrates that inspector ratings are correlated with student - and parent -
reported measures of school quality, even after controlling for test - score results and other school characteristics.
Almost none of the participants in our ESSA design competition recommended that states use proficiency rates, reflecting the near - universal consensus that such rates are a
bad measure of school quality.
Coleman tended to look
at measures of school quality that administrators and policymakers rely on when defending their proposals to school boards.
I test the validity of the inspection ratings by examining to what extent these ratings can
forecast measures of school quality not observed by the inspectors, after taking into account the measures they do observe.
For now, though, we should acknowledge that there's a reason we use test scores and graduation rates as the
primary measures of school quality: They are the best we've got.
In Michigan, for instance, the new chief state school officer recently replaced the test - focused accountability system with a new grading system that relies on a broader set
of measures of school quality, including family involvement, the quality of professional development, attendance, and dropout rates, among others.
«A «dashboard» accountability system will include important information about school and student performance, but it is unclear how it will be measured and incorporated into an
overall measure of school quality.»
We've got a new federal law that opens the door to
innovative measures of school quality, a Congress and administration that are telling states to shoot for the moon, and the prospect of major new federal funding for charter schools.
The paper says «one consistent predictor of achievement gaps is the differential rate of exposure between whites and minorities to poor classmates,» but it found «little or no association between achievement gaps» and
available measures of school quality.
They continue, noting that «the way in which standardized tests have been used under federal law as almost the
single measure of school quality has resulted in the frequent misuse of these instruments across the nation.»
Thus, the performance index not only provided an
average measure of school quality, but also provided more fine - grained results to guide improvement (Schafer, 2003).
In «Quality Counts and the Chance - for - Success Index,» education researcher Margaret Raymond and a team of researchers from CREDO at Stanford University note that, while grades on the Chance - for - Success Index are sometimes interpreted
as measures of school quality, the grades are closely related to measures of family background, and do not represent the contribution of a state's schools to the success of its youngsters.
High school lottery winners in the high - risk group and all middle school lottery winners transferred to schools featuring modest increases in
standard measures of school quality, such as average test scores and higher proportions of teachers with more than 3 years of experience.
I construct two
measures of school quality — student perceptions of teacher practices and parent satisfaction — using data from the Longitudinal Study of Young People in England (LSYPE), a major survey supported by the Department for Education.
The study broadened
the measures of school quality beyond what policymakers envisioned.
But it takes teachers to design better homework (which can include no homework at all on some nights), parents to not see hours of homework as
a measure of school quality, and students to reflect on their current homework strategies while applying new, research - backed ones.
Unfortunately, the idea of multiple measures on a systemic level has been largely ignored in favor of standardized test scores, which are relatively easy to collect and report and have been enshrined in federal policy for the last decade - plus as
the measure of school quality.