![]() ![]() In line with recommendations from the Legislative Education Study Committee’s School Grade Workgroup, the public education department and legislature mapped out a new state accountability system and report card that shifted away from letter grades for schools adjusted weighting and added new growth indicators and created a dashboard that paints a picture of school performance on federal accountability requirements in addition to other state priorities like course and educator access. Similarly, New Mexico reconsidered the way they rate and identify schools to provide a more holistic picture of school performance. The department of education has worked closely with the state board of education to engage stakeholders in finalizing regulatory changes. ![]() Key changes include a shift to measuring a condensed list of indicators across both current achievement and growth, as well as a new color-coded system for reporting school performance. 158, which requires the department of education to make amendments to the state’s ESSA plan. The Kentucky Legislature also moved to reform the state and federal accountability system in 2020 with the enactment of S.B. This collaborative effort helped lead to the development of a meaningful accountability indicator that supports school improvement. The survey is now administered to both students and instructional staff and covers four key dimensions that contribute to school climate - relationships, environment, community and safety, as well as a dimension specific to instruction for teachers. The Maryland Department of Education partnered with the Mid-Atlantic Regional Education Laboratory to work with stakeholders throughout the state to develop a school climate survey. In Maryland, the state plan and legislative action identified school climate as the school quality and student success indicator of choice. States are granted the flexibility to identify and weight indicators within the requirements of ESSA to better evaluate school performance using both academic and non-academic components.Īs states worked to implement their plans, policymakers engaged key stakeholders to realize full implementation as well as tweak their accountability system to better align with the goals and priorities of the state. These indicators of success include proficiency on assessments, student growth, high school graduation rates, progress of English learners and school quality or student success. These plans detail states’ school accountability systems, including indicators for measuring school performance, school improvement requirements and other aspects of accountability. States began making these changes in the 2017-18 school year with full implementation intended by the 2019-20 school year.īy fall 2017, all states had submitted their ESSA state plans for implementation, which were reviewed and approved by the U.S. The Every Student Succeeds Act was signed into law in December 2015, bringing sweeping changes to K-12 education, particularly state accountability systems. This series shares the history of the act, state implementation of those plans and how they have been impacted by the COVID-19 pandemic. This is the first post of a three-part series that covers school accountability requirements, following the Every Student Succeeds Act enacted in December 2015. ![]()
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