AEFP 43rd Annual Conference Program
Chair:, The University of Texas at Austin
Chair:, University of Tennessee
Chair:, Vanderbilt University
Chair:, Columbia University
Chair:, Tennessee Department of Education
States have the opportunity and obligation under ESSA to include measures of school quality or student success in their accountability frameworks. The process of deciding which indicator(s) to include should balance philosophy, policy, data availability, and politics. Yet the relatively scant research base on possible indicators and compressed timeline of ESSA plan submission found most states pulling accountability ingredients from their pantries of existing data points. While data availability and quality matter in considering additional indicators, they should not be the primary mechanism dictating states’ long-term approaches to school improvement.
This session will review three states’ responses to the gift-challenge of incorporating nonacademic indicators. We will discuss:
- The factors states considered when choosing their indicator(s),
- If and how states will consider adding other metrics in the future,
- The process of communicating with districts, schools, and the public about the choice of the additional indicator(s), and
- What resources and/or research will accompany the choice of indicator(s)
ESSA also allows states to include new indicators in future years. With that, this session also aims to inspire strategic partnerships between researchers and practitioners to develop high leverage, equity-oriented measures of school quality or student success moving forward, as well as to evaluate the impact of initiatives to improve outcomes on those measures.