Rigorous and Fair Accountability for All Levels: Measuring and Supporting Schools, Districts and States
Accountability for Excellence and Equity
The accountability system must be purposely designed to achieve the following dual purposes:
1. stimulate, support and recognize schools that demonstrate significant progress toward high achievement and closing achievement gaps among all students and student groups (subgroups), and
2. identify schools and districts that have not demonstrated improvement in raising student achievement or closing achievement gaps in order to provide intensive support and intervention to meet continuous improvement expectations.
Performance expectations within an accountability system must be benchmarked against requirements for post-secondary education, viable careers, and performance expectations of internationally competitive nations.
The accountability system must recognize continuous growth in achievement at all performance levels and provide incentives and recognition for raising performance among students with the greatest achievement needs, thus closing achievement gaps. Similar schools that have attained high achievement and closed gaps should be identified in order for them to serve as models/exemplars for other schools.
Accountability targets should be based on individual annual student gains in performance within the typical school structure of elementary, middle and high school to both measure annual growth and set expectations for achievement by the end of selected grade spans.
The accountability system should be a multi-tiered growth model with achievement and accountability indicators at the student, school, district and state levels designed to meet the information needs at each level to enhance individual student achievement progress and program planning and implementation.
Levels of student achievement on state assessments should be recognized as growth including when students move from assessment cut points, known in California as “Below Basic,” to “Basic,” to “Proficient” and beyond.
The accountability system must be unbiased and fair to all student groups, including linguistically diverse students and students with disabilities.
o Disaggregated subgroup indicators must give credit for the performance of all subgroup members, including those who have successfully attained proficiency targets.
o Academic achievement expectations for English Learners should be contained within the general accountability system and not duplicated in Title III.
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