With states revamping their school accountability systems under the federal Every Student Succeeds Act, recent actions by Congress and the Trump administration raise important questions about what’s ahead. First, the Senate last week narrowly approved a bill to repeal ESSA accountability rules issued by the Obama administration. (President Donald Trump is expected to sign the measure.) Also, U.S. Secretary of Education Betsy DeVos just issued new ESSA guidelines for states.
In this EWA webinar, we unpack what the repeal vote and department guidelines will mean for states and school districts. We also probe where states are heading as they seek to rewrite their accountability plans. How will those plans be received by federal reviewers in the Trump administration? In what ways are states veering from their previous approaches to accountability? Are they embracing new measures of school quality? Will test scores continue to be the driving force? Will recent developments in Washington spark any last-minute pivots in states? What questions should journalists ask as they look at state plans?
Wednesday, March 15 at 2:00 p.m. (eastern)
Anne Hyslop, Senior Associate for Policy and Advocacy, Chiefs for Change
Carissa Moffat Miller, Deputy Executive Director, Council of Chief State School Officers
Alyson Klein, Assistant Editor, Education Week (moderator)
Should schools measure skills like cooperation, communication, self-confidence and the ability to organize? Efforts to gauge these so-called “soft skills” are gaining traction in the classroom, especially with the passage of the Every Student Succeeds Act. The new federal law calls on states and school districts to incorporate at least one measure beyond test scores and graduation rates in their accountability systems.
States like California are exploring the possibilities, and a group of eight California school systems, known as the CORE districts, have already started measuring social and emotional learning for accountability purposes.
A pair of experienced journalists offers guidance on covering the push to measure soft skills in schools, including key questions for reporters to ask and stories to steal.
Dec. 14, 2016, 2 – 3 p.m. EST
Evie Blad, Education Week
Jane Meredith Adams, EdSource
How will the U.S. fare against other countries when the results from the Program for International Student Assessment (PISA) are released Dec. 6? At our reporters-only webinar, get advance, embargoed access to the full report, as well as an opportunity to ask questions about the findings from a leader at the Paris-based Organization for Economic Cooperation and Development.
Every three years, 15-year-olds in dozens of nations participate in PISA, which seeks to gauge knowledge and skills in math, reading, and science. Massachusetts, North Carolina, and Puerto Rico volunteered to have their scores broken out for international comparison this time. The new PISA report will contain a special emphasis on science achievement; it will also feature data on financial literacy and collaborative problem-solving. Beyond test scores, the report includes a rich set of survey data from students and schools to help put the information in context.
In this journalists-only webinar, we will review the 2016 PISA results and discuss what data and questions reporters should keep in mind as they produce coverage for this important international assessment.
Get ready. A fresh wave of global test results for dozens of nations is about to hit U.S. shores. Outcomes from two major exams will be issued just days apart: TIMSS on Nov. 29. PISA on Dec. 6.
Once again, we’ll get a snapshot of how U.S. students stack up against their peers overseas in key subjects, including math, reading, and science. And we’ll hear lots of rhetoric about what it all means.
What are the strengths and limitations of this student achievement data? What will it really tell us? What can journalist do that gets beyond simply ranking countries? How best can they make use of the rich supply of background survey data on students and families included with the TIMSS and PISA reports?
We bring together two educational experts with deep knowledge of international assessments to help make sense of what’s coming, so busy journalists are not scrambling on deadline to cobble together stories on this complicated — and important — topic.
Tom Loveless, Brookings Institution
William Schmidt, Michigan State University