California released its long-awaited accountability dashboard. Its colorful multi-system replaces the state's single number, test-score-driven indicator. The dashboard could use improvement; but it's not as dumb as some of the criticism.
Recently in Accountability Category
March 20, 2017
February 02, 2017
At more than 100 schools, teachers have gained substantial autonomy over the learning program, working conditions, personnel, and other domains. Here's what I learned by spending a weekend with them.
November 03, 2016
New research from California's CORE data partnership illustrates the possibilities and the implementation challenges in multiple measure accountability.
September 28, 2016
It's good to count parent engagement and school climate, says Sonya Heisters. So, California has taken a step in the right direction with its new accountability system.
September 26, 2016
Alan Warhaftig writes that this year's Smarter Balanced Assessment Consortium tests show Los Angeles Unified School District magnet schools outscoring charters. Charters did better with English Learners.
September 21, 2016
California's Local Control Funding Formula was announced under the banner of subsidiarity, but Arun Ramanathan argues that local control also means state responsibility.
September 14, 2016
A new poll from Policy Analysis for California and the University of Southern California shows that the state has a long way to go to keep its promise to engage local stakeholders in the state's historic education finance reforms, writes Daisy Gonzales.
September 07, 2016
The California State Board of Education is poised to adopt a multiple indicator accountability system to replace the state's discredited single number score. Good! But it will work only if schools learn from using it.
August 31, 2016
Single measure accountability systems make 'soup' out of school achievement by putting all its ingredients into a mathematical blender, writes David Plank. The soup conceals more ingredients than it reveals.
August 16, 2016
Accountability targets based on the percentage of 'proficient' students obscure real differences between schools, encourage bad instructional practices, and encourage the wrong kind of intervention, writes Morgan Polikoff.