Ed Trust Calls Attention to Importance of Setting High Expectations for Low-Performing Schools

Ed Trust Calls Attention to Importance of Setting High Expectations for Low-Performing Schools

May 18, 2017

Education Trust’s Senior P-12 Data and Policy Analyst Allison Rose Socol authored an opinion piece on state efforts for low-preforming students in their ESSA plans. Socol raised concerns that, among the 17 plans submitted to the Dept. of Education, “many are setting expectations far too low,” and “seem to be more concerned with identifying as few [low performing] schools as possible than with making sure that any school that is underserving low-income students, students of color, students with disabilities, or English learners has to take steps to improve.” She urged states to rethink how to use local resources in their accountability systems to “improve outcomes for students they have underserved for far too long.”