Designing Systems of Support and Accountability for Meaningful Learning: Early Lessons From State Efforts

Session Type: Symposium

Abstract

In response to growing frustration with test-based accountability, eleven states, three university-based research centers, and a non-profit organization have formed a policy working group that aims to transform systems of accountability to support meaningful learning for all children. This work builds on Darling-Hammond, Wilhoit, and Pittenger’s (2014) vision for developing accountability systems that includes policies in four areas: 1) multiple measures and data dashboards, 2) performance assessment, 3) school quality reviews, and 4) growing educator capacity. The goal of the symposium is to share research on these four accountability strategies, provide examples from states that have taken up this work, and make policy and practice recommendations for state and local education agencies that seek to transform their systems.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 5: Testing, Accountability and Data Use

Chair

• Linda Darling-Hammond, Stanford University

Papers

• The Role of Performance Assessment in Preparing All Students for College, Career, and Life - Elizabeth Leisy Stosich, Stanford Center for Opportunity Policy in Education; Jon D. Snyder, Stanford University; Katherine Wilczak, Stanford University

• Growing Professional Capacity From Within: Educators as Leaders of Learning - Elizabeth Leisy Stosich, Stanford Center for Opportunity Policy in Education; Travis Bristol, Stanford University

• School Quality Reviews: Developing a Culture of Continuous Improvement - Soung Bae, Stanford University

• A Multiple Measures Approach to Accountability: Incentivizing and Supporting Schools for Deeper Learning and Continuous Improvement - Soung Bae, Stanford University; Linda Darling-Hammond, Stanford University

Discussants

• Paul K Leather, NH Department of Education

• Billy Haun, Virginia Department of Education