o Subgroup accountability for English Learners should be disaggregated by years in program to account for exposure to English and increasing expectations and to preclude the inappropriate practice of accountability for performance on a test for which the student does not yet have sufficient English language proficiency or years of schooling.
o Individual Education Plan requirements for the use of accommodations and modifications in assessment must be implemented and the results credited within the accountability system.
The accountability system must include multiple indicators of college and career readiness at the school, district and state level, including completion of advanced coursework (courses required for college entrance, Advanced Placement, International Baccalaureate), career technical education course sequence completion and industry certification as pertinent to the designated career field, and graduation and drop-out data disaggregated for each identified student group (subgroup).
All schools and districts receiving state and federal funding must participate in the state and federal accountability systems and meet shared expectations for serving all students.
It is the responsibility of the state and federal government to provide full funding for a comprehensive accountability system, including development and benchmarking of essential content and performance standards, development of appropriate performance measures, implementation and scoring of local, state and federal assessments, professional development to ensure that all students have the opportunity to learn the essential standards, and incentives and interventions to improve system-wide performance.
Alternative education programs and schools should be recognized for the unique role they play in ensuring credit recovery and significant growth for students who may be significantly below grade level. A federal accountability model must recognize the growth metric for students in alternative education will differ from traditional school settings, but they should be held accountable. These alternative schools and models can provide choice and success for many students on the edge of dropping out.
Incentives and Interventions
The accountability system needs to be thoughtfully designed to distinguish between schools that demonstrate continuous progress at all achievement levels and deserve recognition for growth in student achievement and closing achievement gaps and schools that demonstrate a long-term pattern of failure to attain growth in student achievement or close achievement gaps.
Incentives and intervention components within the accountability system must be solution-oriented, not punitive, providing positive support, including sufficient financial resources, multiple years of support, and professional development for improving teaching and learning to world-class standards for all students.
States have the responsibility to hold districts accountable for improving school-wide performance. Determination of specific interventions needs to be made based on a
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