Category Archives: Student Data

College and Career Readiness, or a New Form of Tracking?

In a new paper, Lynne Graziano and I look at what data states are collecting around college and career pathways.

On one hand, there’s a positive story to be told. States have changed their formal high school rating systems beyond graduation rates and test scores to include a host of college- and career- readiness measures. By our count, 34 states plus DC have some form of indicator along these lines. Another 12 states are tracking one of these measures but do not yet hold schools accountable for them.

While we find this trend promising, many of these states are lumping all “college and career” measures together, even though those pathways may not be equally rigorous or helpful for students. Worse, only 16 states are disaggregating these measures by subgroups of students, so we have no way of knowing whether certain groups of students, such as Black or Hispanic students, are being tracked into, or away from, certain pathways. We argue states need to do more to ensure the latest push toward college and career pathways yields equitable results for all students.

Read the full paper here.

The Accountability Wars Are About to Begin

Last week, U.S. Secretary of Education Betsy DeVos told states not to expect a waiver on state assessments this year. Some in education will surely push back with the argument that COVID-19 upended metrics historically used to hold schools accountable — student performance and engagement in particular — and, as a result, schools can’t be held accountable at all.

But the question of assessing students shouldn’t be if testing should happen (and yes, states should give assessments this school year), but rather how should we assess teaching and learning in COVID-19 and beyond. 

For charter schools, authorizers can and must continue to hold schools to high standards, especially in this time of uncertainty, by assessing school performance using new metrics and existing metrics defined in new ways; and by rethinking the authorizer role in helping schools meet the needs of students and families.

Assess school performance using new metrics and existing metrics defined in new ways

Authorizers historically measured school performance using proficiency and growth on state-level annual assessments. But real questions exist on what a missing year of data nationwide means for comparing data from previous years. Similarly, past student engagement metrics, previously measured through attendance, or student’s physical presence in the classroom, aren’t possible in a virtual environment.

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Five Strategies for Serving Students with Disabilities: A Visual Primer

As the pandemic rages on, it’s increasingly clear that students with disabilities are not getting the services or educational supports they need. And as educators across the country continue to navigate uncertainty for the fall, it will be easier than ever to let minimum compliance with rules and regulations stand in for the deeper work necessary to serve all students well. 

I want to offer five strategies school leaders can use to ensure they integrate support for students with disabilities into their organizational culture and mission — during the pandemic and beyond. Alongside a series of other toolkits that my colleagues and I have released in recent months (the latest is here), these five strategies provide a starting place for giving all students, including and especially those with disabilities, an opportunity to learn together as part of a community.

The five strategies are available in a new visual one-page PDF

  1. Establish and reinforce adult culture and mindset
  2. Teach and encourage problem-solving in the classroom
  3. Represent students with disabilities in leadership and decision-making
  4. Align data systems to the school’s mission
  5. Know and address students’ contexts 

These strategies are based on my work with dozens of school leaders across the country, in which questions around culture, staffing, and operations inevitably intersect with the school’s approach to special education. These five strategies are not at odds with legal requirements for schools to provide a free appropriate public education, individualized education plans, and least restrictive environments. But they recognize that compliance is not enough. 

I hope more school leaders are able to “zoom out” of the day-to-day minutiae and embed their approach to special education within their school’s wider organizational culture and mission.

Read the new resource here.

Will Newark Schools Continue to Beat the Odds Under Local Control?

As a suburban Jersey girl growing up in the 1970s and early 80s, I knew two things about Newark. It was a city with a fine medical university where I had extensive dental work done, and it had a reputation for terrible schools run, at times, by corrupt leadership. Little did I know then that the city where I literally got my smile would one day have education results worth smiling about.

When Bellwether profiled Newark in 2018 for our Eight Cities project, it was because of the city’s approach to school reform and the remarkable gains in student achievement that came as a result. That story ended with a homegrown Superintendent — Roger León — taking the reins of the district as the state promised their return to local control. As of last week, the process of fully returning Newark schools to control of a locally-elected school board is complete. Now that Newarkers have full control over their schools, they have a new challenge: sustaining and building on the success of recent reforms.

Late last week, MarGrady Research confirmed Newark students continue to outperform peers attending similar schools within the state. Researchers define “beat-the-odds” schools as those that produce better state testing results than other schools in New Jersey with similar racial and socioeconomic characteristics. Compared to demographically similar students in urban schools in New Jersey, Newark students beat-the-odds, or exceed expectation, on their exam achievement outcomes.

Echoing similar results three years ago, Newark continues to lead other cities in the percentage of students enrolled in “beat-the-odds” schools. And it’s not even close: Thirty-five percent of Newark students attend beat-the-odds schools; Boston students are second at 20%. Furthermore, nearly 40% of Newark’s African-American students attend beat-the-odds schools – more than double the rate of Boston, where only 19% of African-American students have that opportunity.

One factor which cannot be understated in driving this success is Newark’s implementation of a universal enrollment system. This system allows parents to choose from a diverse set of high-quality public schools, both traditional and charter. Both sectors provide schools where Newark students can succeed: the MarGrady study found 16% of students in traditional district schools were enrolled in beat-the-odds schools. This is about twice the average rate of all 50 cities studied.

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6 Takeaways — and Video — From Our Webinar on Accountability

The bipartisan coalition that originally supported standards-based accountability is not as strong as it once was, but on Monday afternoon, we saw a glimpse of a revitalized and refocused effort to ensure student learning remains at the core of education policy decisions. To extend our recent work on the past, present, and future of accountability, Bellwether hosted a conversation with three national leaders with deep experience in accountability policy and systems: Jeb Bush, former Florida Governor; John B. King, Jr., CEO of The Education Trust; and Carissa Moffat Miller, Executive Director of the Council of Chief State School Officers (CCSSO). (Watch the full conversation below or read a complete transcript here.)

Each of these leaders approach education policy from different positions and political perspectives: the panel included a former Republican governor, a former cabinet member of the Obama administration, and a representative of states’ top education leaders. Nevertheless,panelists agreed on the enduring value of the core tenets of accountability, while stressing the need to adapt  systems to meet the current challenges facing schools.

I observed six key takeaways for policymakers as they adjust accountability systems for next school year and beyond:

  • Accountability is vital, even during a pandemic
  • Accountability can and should adapt
  • Accountability needs to be more than testing and school ratings
  • Better testing could improve accountability systems
  • Choice can add value to accountability systems
  • We can and should make next year count

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