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Session Type: Symposium
The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured and shifts many of the decisions about what to measure and how to identify schools for support to the states. Ahead of the curve, six California CORE “waiver” districts have implemented an innovative accountability measurement system and supports for school and district improvement, and thus provide a unique opportunity to examine and learn from the enactment of an ESSA-like accountability system. This symposium brings together both quantitative and qualitative research on the CORE Districts to promote a nuanced understanding of the early implementation and effects of the CORE reform and to inform future accountability policy in the post-NCLB era.
More Than Test Scores: Designing Accountability Systems That Include Noncognitive Factors - Taylor N. Allbright, University of Southern California; Julie A. Marsh, University of Southern California; Heather Hough, Stanford University
Measuring Social-Emotional Skills at Scale: Evidence From California's CORE Districts - Martin West, Harvard Graduate School of Education; Ethan Scherer, Harvard University; Aaron W. Dow, Harvard University
Identity Crisis: Multiple Measures and the Identification of Schools Under the Every Student Succeeds Act - Heather Hough, Stanford University; Emily Penner, University of California - Irvine; Joe Witte, Stanford University
At the Forefront of the New Accountability Era: Early Implementation in California's CORE Waiver Districts - Julie A. Marsh, University of Southern California; Susan C. Bush-Mecenas, University of Southern California; Heather Hough, Stanford University; Vicki Park, San José State University; Taylor N. Allbright, University of Southern California; Michelle Hall, University of Southern California