The central problem with making
growth the polestar of accountability systems, as Mike Petrilli and Aaron Churchill argue in «
Stop Focusing on Proficiency Rates When Evaluating
Schools,» is that it is only convincing if one is rating schools from the perspective of a charter authorizer or local superintendent who wants to know whether a given school is boosting the achievement of its pupils, worsening their achievement, or holding it in some kind of steady
Schools,» is that it is only convincing if one is rating
schools from the perspective of a charter authorizer or local superintendent who wants to know whether a given school is boosting the achievement of its pupils, worsening their achievement, or holding it in some kind of steady
schools from the perspective of a
charter authorizer or local superintendent who wants to know whether a given
school is boosting the achievement of its pupils, worsening their achievement, or holding it in some kind of steady state.
Or, as SFNY counsels, «Mayor de Blasio must...
stop obstructing the
growth of
charter schools that have consistently produced results for students.