Report Roundup


“Too Many States Minimize Subgroup Performance in ESSA Accountability Systems”

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Many state accountability plans for the Every Student Succeeds Act don’t do a great job of incorporating the performance of vulnerable subgroups of students, finds an analysis by the Alliance for Excellent Education, a research and advocacy organization in Washington.

The group reviewed every state plan, plus the District of Columbia’s and Puerto Rico’s, for both how states incorporate subgroup performance into school ratings and how they flag low-performing schools where subgroups of students are struggling.

A dozen states don’t factor subgroup performance into school ratings at all, and eight other states either don’t include all the subgroups identified under ESSA in their ratings (English-language learners, students in special education, disadvantaged students, and racial minorities), or they give two ratings, one for the school as a whole and the other taking some or all subgroup performance into consideration.

The alliance found just 17 states factor the performance of student subgroups into all school ratings, or might lower a school’s overall rating because of poor subgroup performance.

Vol. 38, Issue 07, Page 4

Published in Print: October 3, 2018, as Accountability
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories