I’m excited about a recent shift in the reform conversation. After years of focusing on Common Core, common assessments, and teacher evaluation, many of those interested in large-scale K–12 improvements are turning their attention back to state accountability systems.
The Obama administration’s ESEA waiver policy had the potential to spur imaginative state-level thinking. But thanks to a combination of NCLB’s legal strictures, the administration’s fixation on particular policy conditions, and state leaders who just wanted to get out from under AYP ASAP, the new state systems look a whole lot like the old ones. (In fairness, some states have smartly experimented with A–F systems and “super subgroups.”)
Despite this arrested development, I think two important events provide the outlines for a new approach to state-level accountability.
First, under the auspices of CRPE and TBFI, a group of experienced policymakers and thought leaders have penned an “Open Letter on Accountability To State Superintendents and Governors.” It explains and defends K–12 accountability, concedes problems with current systems, and offers eight smart principles for next-generation systems. The group doesn’t get into specifics; instead, it hopes to get people thinking about what’s possible (though within certain guidelines).
This is important because of the second event: Increasingly, people are arguing that a unitary statewide accountability system stymies innovation and fails to capture important elements of schooling that some communities prioritize.
Mike Petrilli has argued that about 10 percent of a state’s public schools should be allowed to “opt...