Incorporating Student Growth in Accountability Systems:Lessons Learned and Midcourse Corrections
Introduction Meet our Panelists Dr. John White, Director, EVAAS, SAS Institute, Inc. Dr. Tammy Howard, Director, Accountability Services, North Carolina Department of Public Instruction Dr. Christopher Woolard, Senior Executive Director, Center for Accountability and Continuous Improvement, Ohio Department of Education
Overview Today’s Discussion Considerations for an accountability system What value-added models provide How these measures can be incorporated into accountability systems Considerations for what is right in your state Case studies • Tennessee • North Carolina • Ohio
Overview Considerations for an accountability system Who is the intended audience? How is the accountability system meaningful, relevant, and understandable to this audience?
Overview Tradeoffs in reporting Individual components vs. an overall measure • Implications for how schools are viewed • Differences depending on the audience Measuring individual components • Relative vs. absolute measures • Example: percentiles vs. performance standards • How does this relate to categorization? • Implications for interpretation by different audiences There is no “right” answer; it will depend on the state policies and goals
Overview Other resources - ECS Report Clearly define and publicize your state’s goals. Communicate well. Choose your indicators and metrics carefully. Be realistic about the limits of your data system. Consider the potential unintended consequences of what’s being measured, rewarded or punished.
Overview Incorporating growth into Accountability Why is it important to include growth measures in your accountability system? There are several options for including growth measures. The reporting decisions will drive how growth will be incorporated.
Overview Case studies Tennessee North Carolina Ohio
TN Case Study State Report Card
North Carolina Accountability: Achievement and Growth Tammy Howard, PhDDirector, Accountability ServicesNorth Carolina Department of Public InstructionJune 23, 2015
In the Beginning… • North Carolina incorporated growth in its state accountability system in 1997 for end-of-grade only; added end-of-course in 2000 • With NCLB, multiple reports
Next Generation of Assessment an Accountability • Initiated in 2008 and in progress when:
Achievement Indicators: College and Career Readiness
Growth Indicator and Reporting Exceeds Expected Growth
School Performance GradesAssignment of Grades • North Carolina General Assembly legislation required assignment of School Performance (§115C-83.15) Grades beginning with 2013–14 results • Presented to State Board of Education for first time February 5, 2015 • Available publicly in new NC School Report Card
School Performance Grades Reading and Math Grades and Scores
School Performance Grades Overall School Performance Grade and Score
J. Christopher Woolard, Ph.D. Senior Executive Director Center for Accountability and Continuous Improvement email@example.com
A-F Report Card Meaningful information for educators, families and communities
Transition Challenges • New grades • New subjects • High schools • Methodology • Communications
Lessons Learned • Multiple audience needs • Simplify • Engaging parents • Mobile access
Student Growth and Accountability Today’s Discussion QUESTIONS?