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Aurora Institute

Redesign Accountability Systems for Continuous Improvement

States can redesign accountability systems for continuous improvement and transparency, ensuring equitable resources and supports.

Summary

Accountability as continuous improvement recognizes that each student, teacher and school is in a different place on their path to meeting high expectations and that each one has room to improve. Education systems should be rooted in a core value that every student, with the right supports, can learn and achieve to the same high standards and rigor. We imagine an accountability system that empowers stakeholders with the information they need to help students succeed. We need to ensure that accountability systems are “fit for purpose” and support student-centered, competency-based learning.

Recommendations

  • Under ESSA, states can use multiple measures of success in their accountability systems.
  • States can engage with education stakeholders to develop or support professional learning communities across schools and districts and create a culture of continuous improvement in which educators and leaders from across the state can learn and grow.
  • States can empower communities and build trust by developing a framework for reciprocal accountability, to ensure that resources and supports are responsive to the needs of local communities, districts, and schools.
  • States can identify school improvement models to support student-centered learning with personalized, competency-based education and to advance equity.
Related COntent

Issue Brief

December 20, 2017

Rethinking State Accountability to Support Personalized, Competency-Based Learning in K-12 Education

Maria Worthen, Natalie Truong, Susan Patrick

Report

January 1, 2018

Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning

Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

Report

January 1, 2018

Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education

Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick