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High Stakes for High Schoolers: State Accountability in the Age of ESSA, Part II

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Title: High Stakes for High Schoolers: State Accountability in the Age of ESSA, Part II
Language: English
Authors: Petrilli, Michael J., Griffith, David, Wright, Brandon L., Thomas B. Fordham Institute
Source: Thomas B. Fordham Institute. 2016.
Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net
Peer Reviewed: N
Page Count: 291
Publication Date: 2016
Sponsoring Agency: Bloomberg Philanthropies
Lynde and Harry Bradley Foundation
Thomas B. Fordham Foundation
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: High Schools
Descriptors: High Stakes Tests, Accountability, State Regulation, State Standards, High School Students, High Achievement, Incentives, Growth Models, Summative Evaluation, Academic Achievement, Educational Indicators, Advanced Placement Programs, Systems Analysis, State Programs, Program Effectiveness, Program Evaluation
Geographic Terms: United States
Abstract: A companion piece to "High Stakes for High Achievers: State Accountability in the Age of ESSA," this report appraises states' current (or planned) accountability systems as they affect high-achieving students in high school. They were examined and rated based on whether they incorporate under the Every Student Succeeds Act (ESSA) the following principles to motivate schools to prioritize high achievers: (1) give high schools incentives for getting more students to an advanced level of achievement; (2) use the flexibility provided by ESSA to rate high schools using a true growth model--that is, one that includes the progress of individual students at all achievement levels and not just those who are low-performing or below the "proficient" line; (3) Make growth--across the achievement spectrum--count at least as much as achievement when determining summative high school ratings; and (4) include an indicator that encourages high schools to help able students earn college credit before they graduate. The authors found that most current (and planned) state accountability systems provide high schools with few incentives to focus on their high-achieving students. Their analysis indicates that just four states--Georgia, Ohio, Pennsylvania, and Texas--have truly praiseworthy systems when it comes to focusing attention on these students, though four others--Alabama, Idaho, Louisiana, and New York--are clearly moving in the right direction in their proposed frameworks. [Foreword by Chester E. Finn, Jr. To read "High Stakes for High Achievers: State Accountability in the Age of ESSA," see ED570126.]
Abstractor: ERIC
Entry Date: 2018
Accession Number: ED579520
Database: ERIC
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  Data: High Stakes for High Schoolers: State Accountability in the Age of ESSA, Part II
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  Data: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net
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  Data: 291
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: A companion piece to "High Stakes for High Achievers: State Accountability in the Age of ESSA," this report appraises states' current (or planned) accountability systems as they affect high-achieving students in high school. They were examined and rated based on whether they incorporate under the Every Student Succeeds Act (ESSA) the following principles to motivate schools to prioritize high achievers: (1) give high schools incentives for getting more students to an advanced level of achievement; (2) use the flexibility provided by ESSA to rate high schools using a true growth model--that is, one that includes the progress of individual students at all achievement levels and not just those who are low-performing or below the "proficient" line; (3) Make growth--across the achievement spectrum--count at least as much as achievement when determining summative high school ratings; and (4) include an indicator that encourages high schools to help able students earn college credit before they graduate. The authors found that most current (and planned) state accountability systems provide high schools with few incentives to focus on their high-achieving students. Their analysis indicates that just four states--Georgia, Ohio, Pennsylvania, and Texas--have truly praiseworthy systems when it comes to focusing attention on these students, though four others--Alabama, Idaho, Louisiana, and New York--are clearly moving in the right direction in their proposed frameworks. [Foreword by Chester E. Finn, Jr. To read "High Stakes for High Achievers: State Accountability in the Age of ESSA," see ED570126.]
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  Data: ED579520
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      – Text: English
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        PageCount: 291
    Subjects:
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: State Regulation
        Type: general
      – SubjectFull: State Standards
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      – SubjectFull: High School Students
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      – SubjectFull: High Achievement
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      – SubjectFull: Incentives
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      – SubjectFull: Growth Models
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      – SubjectFull: Summative Evaluation
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Educational Indicators
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      – SubjectFull: Advanced Placement Programs
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Program Evaluation
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      – SubjectFull: United States
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      – TitleFull: High Stakes for High Schoolers: State Accountability in the Age of ESSA, Part II
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