Three Accountability Mistakes States are Making While Drafting ESSA Plans
March 6, 2017
David Griffith, research and policy associate at the Thomas B. Fordham Institute, explained the three “accountability mistakes” states are making while drafting ESSA implementation plans. Griffith argued while there are debates on the “best way to evaluate a school’s performance,” there are several key ideas that states should avoid:
- Using raw proficiency rates;
- Using “growth to proficiency”; and
- Assigning equal weight to achievement and growth.