Non-Academic Factors Tag

Ed Week Assesses How States Address School Performance

When ESSA was enacted, “speculation swirled that states might use it as a launching pad to use measures of students’ social and emotional competencies to determine whether their schools are successful.” However, according to Evie Blad in Education Week, nearly two years later, “not a...

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NC Board of Ed Takes Final Vote on Draft ESSA Plan

North Carolina’s Board of Education will take a final vote on its draft ESSA plan this week. The state’s Department of Public Instruction “plans to measure improvement in student scores, as it has in the past,” but “it may add a non-academic indicator like school...

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Dept. of Ed Approves ND’s ESSA Plan

The Dept. of Education approved North Dakota’s ESSA plan. The department highlighted the state’s “Choice Ready” framework “that will measure how effectively schools are preparing students for success after high school,”  and its use of a survey “incorporating student responses to measure the extent to...

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Recommendations to Ensure a Well-Rounded Education for All Students

Education Week examined new guidelines for the Student Support and Academic Enrichment grant program under ESSA. The piece highlighted the Dept. of Education’s recommendations on how funds can be spent for a “well-rounded education.” Part of a student’s educational experience can comprise of music and...

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ESSA’s Non-academic Indicator Proves to be Vital to How Students Learn

K. Brooke Stafford-Brizard, a senior adviser to Turnaround for Children, discussed the benefit of ESSA’s non-academic indicator requirements in Education Week. She argues that these requirements allow states to use non-academic metrics, like “self-regulation, problem-solving, social awareness, and growth mindset,” to measure student skill development....

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Holding Schools Accountable for More than Non-Academic Factors

According to The 74 Million, the Dept. of Education’s regulations propose holding schools accountable for more than non-academic factors. While the department’s regulations don’t propose a specific numerical weight for academic achievement, schools identified for comprehensive support can’t be removed from that status by improving...

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