NEPC Review: 'School Segregation on School Report Cards: Who Are We Grading Anyway?' (Urban Institute, September 2024)
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| Title: | NEPC Review: 'School Segregation on School Report Cards: Who Are We Grading Anyway?' (Urban Institute, September 2024) |
|---|---|
| Language: | English |
| Authors: | James Noonan, University of Colorado at Boulder, National Education Policy Center (NEPC) |
| Source: | National Education Policy Center. 2024. |
| Availability: | National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| Document Type: | Reports - Evaluative Opinion Papers |
| Descriptors: | School Segregation, Educational Legislation, Accountability, Institutional Evaluation, State Legislation, Disproportionate Representation, Scores, Race, Scoring Formulas, Measurement Techniques, Student Diversity, Educational Policy |
| Geographic Terms: | North Carolina |
| Abstract: | "School Segregation on School Report Cards: Who Are We Grading Anyway?," released by the Urban Institute, considers the impact of proposed legislation that would add a measure of segregation to the state accountability system in North Carolina. The legislation would assign a "proportionality score" to schools, measuring how representative a school's racial demographics are to the surrounding county. Using publicly available data, the report examines how scores would vary depending on the population to which schools are compared. This "what if" exercise highlights the control (and responsibility) policymakers have over "what" is measured and "how" measurement is undertaken in accountability systems. In particular, it demonstrates how small changes to formulas meaningfully shift the story data tell about schools. Although it does not make recommendations about which formulas are best, the report does raise questions to help policymakers evaluate the trade-offs of different approaches. However, given the high stakes of accountability systems and the likelihood that measures become distorted over time, a note of caution is warranted, lest the different formulas be used to fish for optimal outcomes rather than drive deliberative policymaking. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677375 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677375 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: NEPC Review: 'School Segregation on School Report Cards: Who Are We Grading Anyway?' (Urban Institute, September 2024) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22James+Noonan%22">James Noonan</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Colorado+at+Boulder%2C+National+Education+Policy+Center+%28NEPC%29%22">University of Colorado at Boulder, National Education Policy Center (NEPC)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Education+Policy+Center%22"><i>National Education Policy Center</i></searchLink>. 2024. – Name: Avail Label: Availability Group: Avail Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Great Lakes Center for Education Research and Practice – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative<br />Opinion Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22School+Segregation%22">School Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Evaluation%22">Institutional Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22State+Legislation%22">State Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Formulas%22">Scoring Formulas</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: "School Segregation on School Report Cards: Who Are We Grading Anyway?," released by the Urban Institute, considers the impact of proposed legislation that would add a measure of segregation to the state accountability system in North Carolina. The legislation would assign a "proportionality score" to schools, measuring how representative a school's racial demographics are to the surrounding county. Using publicly available data, the report examines how scores would vary depending on the population to which schools are compared. This "what if" exercise highlights the control (and responsibility) policymakers have over "what" is measured and "how" measurement is undertaken in accountability systems. In particular, it demonstrates how small changes to formulas meaningfully shift the story data tell about schools. Although it does not make recommendations about which formulas are best, the report does raise questions to help policymakers evaluate the trade-offs of different approaches. However, given the high stakes of accountability systems and the likelihood that measures become distorted over time, a note of caution is warranted, lest the different formulas be used to fish for optimal outcomes rather than drive deliberative policymaking. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED677375 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677375 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: School Segregation Type: general – SubjectFull: Educational Legislation Type: general – SubjectFull: Accountability Type: general – SubjectFull: Institutional Evaluation Type: general – SubjectFull: State Legislation Type: general – SubjectFull: Disproportionate Representation Type: general – SubjectFull: Scores Type: general – SubjectFull: Race Type: general – SubjectFull: Scoring Formulas Type: general – SubjectFull: Measurement Techniques Type: general – SubjectFull: Student Diversity Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: North Carolina Type: general Titles: – TitleFull: NEPC Review: 'School Segregation on School Report Cards: Who Are We Grading Anyway?' (Urban Institute, September 2024) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: University of Colorado at Boulder, National Education Policy Center (NEPC) – PersonEntity: Name: NameFull: James Noonan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2024 Titles: – TitleFull: National Education Policy Center Type: main |
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