New Take on Education Equity
March 18, 2019
Ashley Jochim, senior research analyst at the Center on Reinventing Public Education, notes the growing skills shift students need from traditional academics to non-achievement-based educational outcomes. She explains that ESSA, “implicitly recognizes this shift with its requirement that assessment of a non-academic measure of student success be part of state accountability systems.” Jochim also argues that this shift can support low-income students and students of color because they are “more likely to attend schools defined as low-performing under conventional achievement tests and, as a result, more likely to face the unintended consequences of these assessments, such as a narrowing of the curriculum and an increased focus on test preparation.”