1. Presentation at the CCSSO National Conference on Student Assessment
Beyond Academics: Holistic Approaches to Enhancing Education and Workplace Success for All Students New Policy Opportunities to Consider Non-Cognitive Indicators in Accountability Systems
Presentation at the CCSSO National Conference on Student Assessment
June 22, 2016
Ellen Forte, Ph.D.
edCount, LLC

2. The Policy Shift from NCLB to ESSA
Standards – not much change
Assessments
Generally, not much change
More explicitly allows for innovative designs, use of tests like ACT and SAT, adaptive formats
Accountability
Must continue to use indicators of achievement and graduation
MUST also use at least one other indicator of school quality or student success
Both sets of indicators must be used to identify schools for comprehensive or targeted interventions
Identified schools must make progress on the academic indicators to be removed from intervention list

3. Indicators of School Quality and Student Success
Considered intermediate variables rather than outcomes
Attendance as an indicator is discouraged
States **should** establish a theory of action that relates the SQ/SS indicators to improved student achievement
In theory, how are these related?
In practice, what’s happening at the classroom, school, district, and state levels to support improvements in what the SQ/SS indicators are meant to reflect?
State and district collaboration is critical