This fall is turning into a slow-motion disaster for students and families. Many districts planned to implement some form of hybrid learning to start the school year, only to have those plans scuttled in the aftermath of rising COVID-19 cases across the nation. On top of the logistical challenge of shifting to remote learning on a short timeline, families and educators are making these changes without a shared understanding of students’ academic needs since state assessments were cancelled this past spring. If it wasn’t clear before, it should be painfully obvious now: our education system is in crisis.
This moment calls for significant changes in how school systems meet the needs of students, both during the current crisis and once we return to something that resembles “normal.” Assessment and accountability policies are no exception. For too long, these systems have been asked to serve multiple purposes, from identifying schools for intervention, to providing data to inform instruction, to informing parental choice.
In a new brief, my coauthors and I argue that now is the time to clarify and refocus the priorities of school accountability policy. In Refocusing the Priorities of Accountability, we explore three different scenarios where policymakers successfully limit accountability systems to one primary function:
- As a means for policymakers to intervene in schools
- As a tool for schools to improve instruction
- As a platform to inform parents as they engage with their school communities and/or make school choice decisions
For each of these single-priority approaches to accountability, we explain how it could work in practice and articulate what trade-offs policymakers would have to make to adopt that approach.