In Praise of Ordinary Measures: The Present Limits and Future Possibilities of Educational Accountability

Abstract

State and federal policymakers “see” school performance via formal measures — data collected with attendance sheets and standardized tests. Such an approach, though not without its merits, is extremely limited and inherently exposed to the threat of systematic misperception and unintended consequences, especially as policymakers try to use data to leverage on‐the‐ground change. In this essay, Jack Schneider and Derek Gottlieb discuss the limitations of present accountability systems and advocate for the inclusion of what they call “ordinary measures.” Long positioned as inferior to their formal counterparts, such measures offer much to clarify the picture of schools that good governance depends on. According to Schneider and Gottlieb, using ordinary measures, paired with deliberative evaluation processes, will improve the validity and utility of educational accountability systems.

Building less-flawed metrics: Understanding and creating better measurement and incentive systems

“…Worse, as Deresiewicz argues, 14 , 21 imposing simplistic metrics distorts education and defeats the original goals, and other approaches are needed. 22 …”

“…Metrics can include quantitative evaluations of factors that require subjective evaluation. What Gottleib and Schneider 22 called “Squishy” measures avoid certain pitfalls of focusing on quantifying extant data. For example, peer ratings by programmers will not reward behavior such as rapid but sloppy development, which impose costs to the overall goals and maintainability of a system.…”

Noncognitive Impact: Is There a Rationale for Assessing Postsecondary Students beyond Their Cognitive Skill Attainment?

“…Overcoming personal hardships can foster resilience, while supportive interventions can bolster coping strategies. Equally, positive reinforcement and acknowledgment of accomplishments can motivate persistence and ambition (Schneider & Gottlieb, 2021). As discussed in detail below, noncognitive skills play an important role in personal, academic, and occupational settings.…”

Exploring the Role of Family-School Partnerships in School Choice

“…Research reveals that parents generally lean on their social networks for recommendations on school decisions as well as procedural knowledge since these sources of information help to reduce the cognitive demands of making decisions and, as a status marker, provide a basis for social comparisons (Bader, Lareau & Evans, 2019; Ellison & Aloe, 2019). This knowledge often stems from eyewitness experiences, judgements, and consultation rather than formal measures on district websites (Schneider & Gottlieb, 2021). Studies suggest that low-income families tend to be less likely than middle-income families to have access to contacts who offer information about high-performing schools and how to gain enrollment (Fong, 2019; Teske, Fitzpatrick, & Kaplan, 2007; Weininger, 2014).…”