A QuantCrit Analysis of How School Accountability Reflects Student Labels but Not Student Needs

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division L - Educational Policies and Politics Virtual Poster Session

Abstract

Despite decades of school accountability, marginalized students continue to experience disparate academic outcomes. Using a QuantCrit framework and in collaboration with local educational advocates, this study investigated the role of non-academic metrics in accountability outcomes through descriptive statistics of three years of accountability scores, student demographics, and school contexts in Denver Public Schools. Findings show the highest-rated schools had smaller proportions of historically marginalized students, larger proportions of fully qualified teachers, and nearly half the rate of discipline – variables that were statistically significant predictors of accountability scores yet absent from the accountability policy. These results suggest districts include school contexts metrics to ensure equity of experience and conduct “equity reviews” to ensure accountability policies do not disproportionately harm marginalized students.

Author

• Kim Strong, University of Colorado - Boulder
  Presenting Author