State law recognizes that schools primarily serving expelled students, dropouts and students who had trouble coping in traditional schools should be held accountable for academic performance – but by different measurements.
This month, the California State Board of Education began a more than year-long process to determine what those metrics should be, which schools should be measured by them and how the schools should fit into the larger system of accountability and school improvement the board is designing.
Finding a solution could be tough. Studies have concluded that, through fits and starts over the past two decades, the state has failed to compile useful data on schools serving students who are among those struggling most. They include disproportionate numbers of foster youth, African-American and Latino students.
To continue reading this article by John Fensterwald, go to: https://edsource.org/2017/stat...ative-schools/582594
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