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First, there is continuing debate about testing for non-academic indicators like
social and emotional learning, grit, or even whether students have a growth
mindset. While research is showing that each of these skills are important to
young peoples learning and development, and indeed their ability to compete
in the 21st century marketplace, that does not mean they should be tested. As
some have suggested, not everything that matters can or should be tested.
There are two reasons to reject student-level testing in these areas. First,
experts (Carole Dweck and Angela Duckworth) argue that the field is not
sufficiently developed to have tests that researchers consider valid and
reliable as mandated by the law. More research and development on these
non-academic indicators is necessary before these measures should be
considered for placement within an accountability system.
What non-academic measures then might work to assess school quality? Its
important to start by thinking about what were trying to accomplish with these
new accountability indicators.
Lets look at chronic absence and school climate as two strong examples of
non-academic indicators. Chronic absence is defined by Attendance Works as
missing 10% of the days of the school year whether those days were
excused or unexcused. This indicator asks us to look at why particular
schools have high chronic absence and opens the door to deeper
conversations about the circumstances in our childrens lives that influence
their educational success. The importance of being present to succeed in
school also is undeniable.
A positive school climate is what many people say they feel when they walk
in the school door.
In todays education reform world some argue that we only manage what we
measure. If thats right then we better measure the right thing. Thats why the
process of selecting non-academic indicators that matter to students lives is
so important. Equally important is having the best tools at the systems and
school levels to implement an effective planning process that leads to better
performance. Both are critical to the education of our most vulnerable young
people.
Source: http://www.huffingtonpost.com/martin-j-blank/measuring-school-quality_b_9871706.html