Fill out the brief form below for access to the free report.
Clear, Understandable Accountability System Can Help Students Progress
One of the most important reasons for creating informative school accountability systems, if not the most important reason, is to track and use information to help students progress.
Data captured via a transparent accountability system can help identify the right interventions for students. It could identify the need for a higher quality curriculum to help students better learn a subject. Or it could show whether students are on course for high school graduation and success in college or a career beyond 12th grade.
Those of us who favor raising standards, assessing whether students are meeting those standards, and attaching some consequences to the results have too often assumed that our position was widely understood and appreciated. Wrong. We simply need to communicate better, especially with parents.
This point has come through repeatedly in interviews the Bush Institute has been conducting this year with district and state leaders. Proponents of accountability have not made it clear that these systems are intended to actually help students. Our communications gap has allowed others to broadly (and mistakenly) categorize accountability as a way to “blame and shame” hard-working teachers and students.
Creating and implementing accountability systems is difficult and nuanced work. Teachers and principals do many things for kids each day, many of which have value, many of which can be tracked. But, to be helpful, accountability systems also need to be clear and transparent, especially about what the data mean. Not all data points are equal, and we must make judgments about what is most important to measure when it comes to academic achievement and school culture.
Consider this Los Angeles Times editorial about California’s attempt to use a data dashboard in its revised accountability system. As the LA Times says, “The dashboard has morphed into a tough-to-understand jumble of pie charts, ratings and text offering measurements of a school’s performance on nearly a dozen different factors, some obviously relevant and others not so much.”
Take a look at the slide show included in the link above. It shows that the new data dashboard runs 38 slides long. The dashboard is so complicated that few, if any, parents or educators are going to understand it – or even attempt to understand the system.
By contrast, the leaders of Parent Revolution have offered a far simpler way to report on a school’s progress. It proposes using two data sets to measure campuses, using both academic and non-academic factors. As the LA Times says, this approach could answer a critical question, what does all of this mean?
Indeed, that is the question. And it is why accountability systems need to be clear and transparent. Then, and only then, can they provide information that parents and educators alike can use to help students progress.
Anne Wicks serves as the Director of Education Reform at the Bush Institute. In this role, she develops and oversees the policy, research, and engagement work of the Education Reform team.
Before joining the Bush Institute, Wicks served for five years as Associate Dean for External Relations at the University of Southern California's Rossier School of Education. In addition to leading a team with revenue, communications, and engagement goals, she supported Dean Karen Symms Gallagher on a variety of special projects including the launch and early growth of Ednovate Charter Schools. She currently serves as the chair of PMC Support, a supporting organization for Ednovate Schools. Over her career, she has held management and resource development roles at organizations including Teach for America, the Lucile Packard Foundation for Children's Health, and Stanford University. Anne holds a B.A in American Studies and a M.A. in Education from Stanford University (during which she taught 8th grade social studies), as well as a M.B.A. from the University of Southern California. A former captain of Stanford's women's volleyball team, Anne was part of three national championship teams, two as a player and one as an assistant coach.Full Bio
Preparing All Kids for an Unpredictable Future
This essay, which draws from remarks that Bush Institute Education Reform Director Anne Wicks gave at the Bush Center's Forum on Leadership, appeared last week on The 74.
Forget the Edu-Wonks. NAEP Scores Should Get the Attention of Workforce Development Leaders
There is no shortage of buzz in the education policy world about the scores from the 2017 NAEP exam. But the people who really ought to be thinking about the results from the so-called “Nation’s Report Card” are the ones in charge of developing the workforce in a state or community.
Accountability Systems Need to be Simple Enough for Parents and the Public to Understand and Act Upon
What we need is a constant balancing of fairness and simplicity. This should be a primary goal for states like Texas now that the new Every Student Succeeds Act gives them more responsibility for holding schools accountable for their results.