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ERIC Number: ED574851
Record Type: Non-Journal
Publication Date: 2016-Aug-1
Pages: 24
Abstractor: As Provided
Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3
Hough, Heather; Penner, Emily; Witte, Joe
Policy Analysis for California Education, PACE
The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework. They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic "School Quality and Student Success" indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy. [This memo represents work underway as part of the CORE-PACE Research Partnership. For a summary of this policy memo, see ED574852.]
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: S.D. Bechtel, Jr. Foundation
Authoring Institution: Policy Analysis for California Education (PACE); CORE Districts
Identifiers - Location: California