By: Brian Robinson, Policy Fellow
Last week, the US Department of Education and the Data Quality Campaign welcomed policy makers, parents, researchers, educators, and students from all over the country to the Cleveland Park Library in Washington, DC. Our task was to work in groups to design a prototype for a school report card that meets the requirements of the Every Student Succeeds Act (ESSA). ESSA was signed into law in 2015 by President Obama and requires that state education agencies develop report cards for each school that provides accurate, accessible, and actionable data to the public.
Many states will assign letter grades (A-F) or stars (1-5) to schools based on a pre-determined formula that largely takes into account academic achievement and growth measured by student performance on statewide-standardized assessments. In D.C., policymakers have committed to a School Transparency and Reporting System (STAR) framework. All traditional public schools and public charter schools will receive a STAR rating (ranging from 1 to 5 stars, with 5 being the highest).
By: Abby Ragan, Policy Fellow
On April 25, The Hamilton Project at the Brookings Institute and George W. Bush Institute co-hosted a forum called “Beyond Reading and Math: How to Accelerate Success for Students.” Under the new federal school accountability law, ESSA, states and schools now have the ability to both widen the definition of school accountability and push towards improved school quality and student achievement. The forum featured framing remarks by Jason Botel, Principal Deputy Assistant Secretary, Delegated Duties of the Assistant Secretary of Elementary and Secondary Education, U.S. Department of Education, and a roundtable. Furthermore, the event publicized the release of a new Hamilton Project strategy paper on ESSA implementation, discussing state strategies for reducing rates of chronic absenteeism and framing the conversation going forwards.
After Mr. Botel grounded the forum’s conversation in student-centered solutions and empowered state innovation, the research authors presented their findings on chronic absenteeism. Theories connecting being physically present in school to better academic outcomes have never been more substantiated, yet NAEP scores show stagnation nationwide and a widening gap between subgroups while about 6.8 million students in the United States missed more than three weeks of school during the 2013- 2014 school year (Attendance Works and Everyone Graduates Center 2017). Further, the research shows that chronic absenteeism is persistent; in other words, schools that experience chronic absenteeism tended to show similarly high rates of such year after year. The District, too, has been battling these same issues for several years.
By: Alexandria Smith, Communication Fellow
In addition to our #DCGradReqs meeting this past week, SBOE members were out in full force at community events around the District!
Ward 3 Representative, Ruth Wattenberg, was a guest speaker at a Wilson High School Parent Teacher Student Organization meeting on school report cards.
Our at-large member, Ashley Carter speaks at Friendship Public Charter School on the Every Student Succeeds Act school report card. Ward 8 parents attended this “chat & chew” focus group to discuss school to parent transparency.
Joe Weedon speaks at the Capitol Hill Montessori Stories of Our Schools exhibit opening!