Advancing Educational Equity for Underserved Youth: How New State Accountability Systems Can Support School Inclusion and Student Success

Autor/inn/en	Cardichon, Jessica; Darling-Hammond, Linda
Institution	Learning Policy Institute
Titel	Advancing Educational Equity for Underserved Youth: How New State Accountability Systems Can Support School Inclusion and Student Success
Quelle	(2017), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; State Standards; Equal Education; Suspension; Expulsion; Educational Environment; Social Development; Emotional Development; Attendance; Graduation Rate; College Readiness; Career Readiness; At Risk Students; Educational Legislation; Federal Legislation; Elementary Secondary Education; Educational Needs; Progress Monitoring; Disproportionate Representation; Justice; Behavior Modification; Evidence Based Practice; Prevention; Intervention; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Verantwortung; Ausschluss; Schulausschluss; Relegation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Gefühlsbildung; Anwesenheit; Bildungsrecht; Schulgesetz; Bundesrecht; Educational need; Bildungsbedarf; Gerechtigkeit; Behaviour modification; Verhaltensänderung; Prävention; Vorbeugung
Abstract	As states develop their accountability and improvement systems under the Every Student Succeeds Act (ESSA) they can choose high-leverage measures of school progress that, when combined with effective policies, hold promise for supporting success for the youth most marginalized by the education system. This paper suggests that to promote equity and improve outcomes, states can: (1) track suspension and expulsion rates, while removing zero-tolerance discipline policies that have proven ineffective in improving youth performance, replacing them with restorative justice practices; (2) incentivize schools to evaluate and improve school climate, which is associated with youth achievement and educational attainment, for all groups of youth, with special attention to those who are most vulnerable; (3) monitor attendance and chronic absenteeism, and create approaches to intervene early and support attendance where needed to increase learning time; (4) use an extended-year graduation rate (e.g., 5, 6, or 7 years), as well as a 4-year rate, to encourage high schools to work with and bring back young people who, for a variety of reasons, could not graduate in 4 years; and (5) measure youths' access to and completion of college- and career-ready courses of study in an effort to open up evidence-based pathways to future success that help youth reach their potential and encourage schools to offer these opportunities to all youth. This report describes how ESSA provides an opportunity for states to better support historically underserved students through the thoughtful selection of specific equity measures in their accountability and improvement systems, as well as through necessary investments in school designs and practices. By embracing this opportunity, states can meaningfully contribute to creating future generations of strong thinkers and good citizens who can thrive and build strong communities. (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01