Va. Department of Education begins developing new accountability system – Virginia Mercury

Virginia Department of Education to Develop New System for Tracking Public Schools’ Performance

Following criticism by Gov. Glenn Youngkin’s administration, Virginia’s Department of Education will begin to develop a new system for tracking public schools’ and students’ performance.

Background

1. A June report from Virginia Secretary of Education Aimee Guidera and Superintendent of Public Instruction Lisa Coons to the General Assembly highlighted the need for separate accreditation and accountability systems.
2. The report recommended the development of a distinct, stand-alone accountability system that provides transparent information on student and school performance.
3. Virginia’s current system combines accreditation and accountability, limiting transparency and independent recognition of student achievement.

Current System

• Virginia’s current system measures schools based on academic achievement, performance gaps, student attendance, graduation and dropout rates, as well as factors like building safety, student-teacher ratios, and licensure.
• Schools are labeled as “accredited,” “accredited with conditions,” or not accredited.
• The system has been criticized for being unclear and in need of revision to address declining student performance in core subjects.

New Measures

• The Board of Education has directed the department to develop two different measures to track academic performance: an achievement index and an overall school rating.
• The achievement index will provide a picture of a school’s achievement level based on students’ performance on assessments, with different levels of performance receiving different weights.
• The overall school rating will be based on nine factors, including student performance, graduation completion, and dropout rates.

Concerns and Considerations

• The Virginia School Boards Association expressed concern that the new rating system could negatively impact a school division’s ability to recruit teachers or obtain needed resources.
• Board member Anne Holton raised concerns about the potential contribution of the new system to residential segregation and decreased funding for public schools.
• Public comment and stakeholder input opportunities will be provided during the development process.

Timeline

• Data collection on the indicators included in the new accountability system will take place from August 2024 to July 2025.
• The system is set to be implemented in August 2025, with a final vote on the proposal scheduled for next summer.

SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

The article discusses the need to develop a new system for tracking public schools’ and students’ performance in Virginia. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

The article highlights the need for a new accountability system that provides transparent information on student and school performance. This aligns with Target 4.1, which focuses on ensuring quality education and learning outcomes for all students. Additionally, the article mentions concerns about the impact of the accountability rating system on school divisions’ ability to recruit teachers or obtain resources, which relates to Target 4.5, aiming to eliminate disparities in education access. The emphasis on preparing students for the future and promoting sustainable development aligns with Target 4.7.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
• Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated.
• Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.

The article mentions the need to track academic performance and student achievement, which can be measured using Indicator 4.1.1. The concerns raised about potential disparities in education access and resources relate to Indicator 4.5.1, which measures gender disparities and other inequalities in education. The emphasis on preparing students for the future and sustainable development aligns with Indicator 4.7.1, which assesses the integration of global citizenship education and education for sustainable development in national policies, curricula, teacher education, and student assessment.

Table: SDGs, Targets, and Indicators

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Source: virginiamercury.com

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