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Improving Low-Performing Schools Through Accountability Policy Under the Every Student Succeeds Act (Table 2)

Thu, April 13, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom IV and V

Session Type: Roundtable Session

Abstract

This panel consists of four presentations that examine the design and effects of school accountability policies under ESSA using data from California, Florida, and Ohio. Specifically, the first study examines the design of state accountability systems under ESSA and how these choices influence which schools are designated as low performing (i.e., comprehensive support and improvement [CSI] schools); the second study discusses the district role in supporting/promoting improvement in low-performing schools; the third study uses principal survey data to assess the extent to which CSI schools receive different levels of support, have different priorities, or make different decisions towards school improvement than comparable non-CSI schools; and the final paper examines the effects of CSI designation on student outcomes.

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