One of the first questions schools face when they begin transitioning to personalized learning is: “What kind of support will the school leaders and educators need to make this transition successful? Leadership Competencies for Learner-Centered Personalized Education helps answer this question.
When ESSA was first passed, there was intense interest in the SQ/SS indicator. Many education experts speculated on the measures states would include in their accountability systems. Meanwhile, some organizations dedicated to the implementation of rigorous accountability systems focused on student outcomes, like ExcelinEd, were concerned that states would use the SQ/SS indicator to water down or complicate their accountability systems. Fortunately, this has largely not been the case so far.
One of ESSA’s strengths is that it encourages states to include measures of student growth in their accountability systems. When states hold schools accountable for the academic improvement of each student, it creates a more balanced accountability system because it gives schools credit for improving student achievement, not just for advancing students to the “proficient” level. Recognizing growth provides schools incentive to improve the performance of all students—from those who start school the furthest behind and may not reach proficiency in the first few years to the higher performers who are already proficient and ready to move to advanced achievement.
As students go back to school this month, I think back three years ago when my husband and I were registering our oldest daughter, Arianna, for kindergarten. We faced the decision of enrolling her in the elementary school in our district—which was in the process of losing accreditation—or applying to the lottery for Patrick Henry School of Science and Arts, a public charter school.
This #AskExcelinEd series features our analysis of the nuts and bolts of the first 17 ESSA plans (16 states, plus Washington, D.C.) submitted to the U.S. Department of Education. Each week we will answer a different question about these plans to help the next 34 states learn from the strengths and weaknesses of the first round […]
Last school year was a record-breaker with more than 280,000 Florida students attending public charter schools. While this increase is a cause for celebration, there’s another data point we shouldn’t overlook: Florida’s public charter students are outperforming their peers in traditional public schools in almost all categories and often by wide margins. This performance […]
Charter schools continue to serve more students and families seeking specific paths toward academic success. Still, some remain unclear on these effective and popular public education options for millions of students. Charter schools are good for students. A 2017 study found the highest performing charters have lasting effects, carrying students through college at unprecedented rates. […]
ExcelinEd needs your help to get on the agenda for SXSW EDU 2018! Public voting has officially opened for this year’s #PanelPicker sessions, and a seal of approval from the public is worth 30 percent of the total score. Check out our session ideas below and vote for your favorite session (or all three, because […]
This is the eighth installment in a series by ExcelinEd CEO Patricia Levesque, designed to give states guidance on how they can use the Every Student Succeeds Act (ESSA) to advance student achievement. Read previous posts: School Accountability Under ESSA Focus School Accountability on Results Balancing Proficiency and Growth in School Accountability Developing Honest, Transparent […]
This is the seventh installment in a series by ExcelinEd CEO Patricia Levesque, designed to give states guidance on how they can use the Every Student Succeeds Act (ESSA) to advance student achievement. Read previous posts: School Accountability Under ESSA Focus School Accountability on Results Balancing Proficiency and Growth in School Accountability Developing Honest, Transparent […]