Education policy experts in Virginia are divided on the best way to measure school success and accountability. While some believe that the current system needs to provide a fuller picture to parents, others worry that the proposed changes could lead to unfair categorizations of schools.
One key point of contention is whether the state should focus more on measuring “mastery” or “growth” when evaluating schools. Critics, such as the Virginia Education Association, fear that favoring mastery could result in schools with higher-income populations being ranked higher, as these schools typically perform better on standardized tests. This could penalize schools that serve students facing educational barriers.
Various stakeholders, including the Virginia Association of School Superintendents, Virginia School Board Association, and Virginia PTA, have expressed concerns about the new evaluation model. They worry that the use of categorical ratings like “Distinguished” may unfairly stigmatize certain schools, and that the system fails to provide critical information about struggling student subgroups.
During a recent state board meeting, Virginia PTA president Jenna Alexander highlighted the fact that over 50 percent of schools in the state are in the “off track” category, which fails to accurately differentiate between schools struggling with specific student subgroups and those underperforming across all grade levels.
As discussions continue, it remains to be seen how Virginia will move forward with evaluating school success in a way that is fair and informative to all stakeholders, while also considering the diverse needs of students across the state.
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