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.
Not exact matches
Acknowledging that some
of the
measures it uses to judge the
quality of K12
schools are «inadequate or inappropriate,» the
report calls for states to develop new and better instruments.
The
measures used in the NEPC
report — whether
schools make AYP, state accountability system ratings, the percentage
of students that score proficient on state tests, and high -
school graduation rates — are at best rough proxies for the
quality of education provided by any
school.
The NEPC
report paints a dismal picture
of student learning at K12 - operated
schools, but the fatal flaw
of the
report is that the
measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the
quality of the
school, and on inappropriate comparisons between virtual
schools and all
schools in the same state.
The
report recommends various
measures to help close the achievement gap, including: more investment in early years education; ensuring all
schools have access to good examples
of top
quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing
school staff get on the housing ladder; and promoting and
measuring character development, wellbeing and mental health in
schools.
Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough
Schools — Jul 10, 2012 New Toolkit: Expand the Impact
of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New
Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach
of Top Teachers, Seeks Sites — Dec 14, 2011 New
Report: Teachers in the Age
of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011
School Turnaround Leaders: New Ideas about How to Find More
of Them — Jul 21, 2011 Fixing Failing
Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost
School Turnaround Success — May 10, 2011 New
Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter
School Sector's Best — Feb 17, 2011 New
Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010
Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher
Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter
School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach
of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing
Schools — Oct 06, 2009 Try, Try Again to Fix Failing
Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
Academic Gains, Double the #
of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work
of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to
School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter
School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround
Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds
of Higher Growth: N.C. Opportunity Culture
Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within
School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth
of Opportunity Culture Voices — May 26, 2016 Increase the Success
of School Restarts with New Guide — May 17, 2016 Georgia
Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016
Measuring Turnaround Success: New
Report Explores Options — May 5, 2016 Every
School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High -
Quality Charter
Schools — April 15, 2016
School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
They show that 1) Different academic indicators
measure very different aspects
of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal p
school performance, suggesting that states should be allowed and encouraged to make full use
of multiple
measures to identify
schools in the way they see fit instead
of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting
of the non-academic «
School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal p
School Quality and Student Success» indicators to zero, which is not in the spirit
of the expanded measurement; and 3) The majority
of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.
The Hamilton Project authored a
report recommending the measurement
of chronic absenteeism as ESSA's fifth indicator, which the authors identify as a choice states must make under ESSA to
measure «
school quality or student success.»
Ofsted has already published a
report into the
quality of Birmingham education after snap inspections at 21
schools revealed serious problems, leading to five
schools being placed in special
measures.
The Century Foundation
Report, Louisville, Kentucky: A Reflection on
School Integration, recognized that the city's «adoption of stronger socioeconomic measures, as well as its regional approach to desegregation, careful timing, and continued emphasis on school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.&
School Integration, recognized that the city's «adoption
of stronger socioeconomic
measures, as well as its regional approach to desegregation, careful timing, and continued emphasis on
school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.&
school quality represent critical lessons that could be adopted by other regions and
school districts willing to put in the work.&
school districts willing to put in the work.»
The bill requires that states receiving Title I money must also collect and
report «
measures of school quality, climate and safety...»
Klein also
reports that a «top staffer overseeing implementation
of the Every Student Succeeds Act at the U.S. Department
of Education has a message for states and districts as they embrace the law's new
school quality measures: Don't forget about reading and math.»
The second
report, Encouraging Social and Emotional Learning in the Context
of New Accountability prepared by Learning Policy Institute discusses the opportunity
schools have to
measure new kinds
of quality and success outcomes through the accountability mandate in ESSA.
The accountability system also provides a public record
of how each public
school is performing — graduation rates, standardized test scores, teacher
quality and
school safety are all
measured and
reported each year.
Additional
measures that have a critical impact on student achievement are
reported only (not included in
schools» ratings) such as access to
quality state - funded preschool; half - day vs. full - day kindergarten; the percentage
of first - year teachers; teacher turnover; teachers with certifications in their specialized area; career counselors / coaches; out -
of -
school suspensions; and whole child supports such as access to a
school - based counselor or mental health services provider; nurse or health services provider; librarian / media specialist; and a family resource / youth service center.
To improve the identification
of school - level needs and the allocation
of supports, districts should develop,
measure,
report, and use additional
measures of school quality and student success that the state may not use for
school classifications.
This
report highlights
measures of student access to highly effective teachers, access to early learning opportunities,
school funding, high -
quality curriculum, a well - rounded education, and student health and wellness.
The
report notes that evaluations are most effective when value added scores are combined with other classroom
measures, such as observations — which provide opportunities for
school leaders and line managers to see teachers in action — and surveys
of pupils about the
quality of teaching they receive.
The
report acknowledges areas for growth and highlights the
school's many strengths, including: (1) A strong and democratic
school culture; (2) The rigor and
quality of student learning; (3) Progress on student outcome
measures; and (4) Advancements in engaged scholarship.
As this
report from FutureEd shows, thirty - six states and the District
of Columbia have adopted
measuring attendance as part
of their
school quality indicator for their state accountability rubric.
The 2016 edition
of Education Week's
Quality Counts
report — Called to Account: New Directions in
School Accountability - released January 2016 - examined the role the most recent state and federal strategies have in helping
schools meet academic standards as well as role these strategies have in implementing accountability
measures:
A new
report by The Century Foundation's Yan Cao examines how on three
measures of higher education
quality — graduate employment outcomes, student financial distress, and institutional investment in education — for - profit colleges in New York are under - performing when compared to the state's public and nonprofit
schools.
The evidence base for FLNP includes qualitative research showing that parents recruited through
schools value the programme and perceive it to have an impact on family relationships, children's behaviour and their own mental health51; «before and after» studies in community groups showing impact on self -
report measures of relationship
quality and well - being52; and routine evaluation by parents attending programmes showing that the great majority value the programme.53
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.
Four dimensions
of health - related
quality of life were
measured: general health (self -
reported general health), physical health (absence or presence
of functional limitations and illness symptoms), emotional health (the Center for Epidemiologic Studies Depression Scale and Rosenberg's self - esteem scale), and a
school and social functioning scale.
The second
report, Encouraging Social and Emotional Learning in the Context
of New Accountability prepared by Learning Policy Institute discusses the opportunity
schools have to
measure new kinds
of quality and success outcomes through the accountability mandate in ESSA.