on the school/district/state report cards. Assessing at each grade level receives ratings these four subjects ensures that nothing in the core is sacrificed. of student Political necessity may require incorporating teachers’ assessments achievement despite the potential for grade inflation and bias. Where this is deemed essential, the report card can contain a line item recording teachers’ overall assessment of level of for by reading and mathematics students’ “grade achievement” recording the percentage of students achieving and grade level. “at” “above” Indicators of Student Growth: Indicators of student growth in the report card should be evaluated according to and Like students, two criteria achievement improvement. – schools/districts/states will be evaluated on the degree to which standards are and made over time, and using a for achieved improvement five-point rating scale each. These assessments of indicators are then consistent with the multiple levels and multiple criteria used in evaluating progress. students’ Research demonstrates that leads to significant grade inflation favoring marker bias female students for their compliant behavior. Therefore, written components in assessments must be marked or be incorporated in reporting anonymously not academic achievement. Assessments will be based on the rather than on the percentage of students cohort writing. This approach eliminates game-playing regarding non-writers with special needs because the demographic make-up is relatively stable from one year to the next. Schools make the final determination regarding whether a student writes but their Research indicates that boys motivation is to incorporate as many as possible. frequently are excused from writing because they are identified as learning disabled; yet, they overcome biases within the school system and achieve higher levels than expected. Cohort reporting also deals with because schools are absentee students motivated to explain to parents the value of accountability for the performance of all students. used in deriving the ratings in the report card will be broken down Data analysis by so that the principal and teacher can discuss and establish classroom for each subject related to the This discussion can identify areas where personal goals teacher’s class. the of class achievement excels or is deficient. pattern Indicator(s) of Progress Toward English Language Proficiency: This is a one because it is a reasonably in tier one derived from the teacher’s evaluation
at each grade level receives ratings on the school/district/state report cards. Assessing these four subjects ensures that nothing in the core is sacrificed. Political necessity may require incorporating teachers’ assessments of student achievement despite the potential for grade inflation and bias. Where this is deemed essential, the report card can contain a line item recording teachers’ overall assessment of students’ “grade level of achievement” for reading and mathematics by recording the percentage of students achieving “at” and “above” grade level. Indicators of Student Growth: Indicators of student growth in the report card should be evaluated according to two criteria – achievement and improvement. Like students, schools/districts/states will be evaluated on the degree to which standards are achieved and improvement made over time, and using a five-point rating scale for each. These assessments of indicators are then consistent with the multiple levels and multiple criteria used in evaluating students’ progress. Research demonstrates that marker bias leads to significant grade inflation favoring female students for their compliant behavior. Therefore, written components in assessments must be marked anonymously or not be incorporated in reporting academic achievement. Assessments will be based on the cohort rather than on the percentage of students writing. This approach eliminates game-playing regarding non-writers with special needs because the demographic make-up is relatively stable from one year to the next. Schools make the final determination regarding whether a student writes but their motivation is to incorporate as many as possible. Research indicates that boys frequently are excused from writing because they are identified as learning disabled; yet, they overcome biases within the school system and achieve higher levels than expected. Cohort reporting also deals with absentee students because schools are motivated to explain to parents the value of accountability for the performance of all students. Data analysis used in deriving the ratings in the report card will be broken down by classroom for each subject so that the principal and teacher can discuss and establish personal goals related to the teacher’s class. This discussion can identify areas where the pattern of class achievement excels or is deficient. Indicator(s) of Progress Toward English Language Proficiency: This is a one in tier one derived from the teacher’s evaluation because it is a reasonably
ESSAAccountabilityProposal_Dueck.docx