Education Week - September 6, 2017 - 19

In Conversation

What Makes a School Good? It's More Than Test Scores
Standardized-test scores have been used to measure K-12 public schools' quality
for more than a half century, but accountability as measured by testing has grown
increasingly important in recent decades. Why do you think this testing mindset has
become so ingrained in U.S. schools?
The numbers produced by standardized tests fit the kind of seemingly objective,
quantifiable metrics that have triumphed across American society. By now, many generations of people have come of age with testing simply being a part of life. ESSA and
NCLB are merely the latest of these kinds of policy structures. You can go back to the
middle of the 20th century and find policymakers describing how dependent they are
on test scores for some kind of information about what is going on in local schools. The
argument traditionally made for the past 15 years against standardized-test scores is
that they are inaccurate and end up being harmful, but there's something missing from
that: We have a better way to do this.

After finding out that your children's school district was ranked only by SAT scores and
student-teacher ratios, you set out to create a new set of tools for measuring school
quality. Three years into this work, what changes have you
seen at the classroom and district levels?
We engaged stakeholders in the community in six districts
[across Massachusetts]. We talked to students, families, teachers, principals, district administrators-several hundred of
them, in fact, to find out what it is they value and what they
think good schools do. And then we organized all this into a
school quality framework with five major categories: teachers
and the teaching environment; school culture; resources; academic learning; and citizenship and well-being. We've found
that public perceptions of the public school actually improved
when people had a wide array of performance data rather than
just standardized-test scores, which tend to correlate strongly
with family income. We've also found that educators tend to
trust data more when they see that those data align with all
the things they are trying to do in the classroom.

How can more expansive ways of measuring schools be helpful
to educators specifically?
They won't be put in this position where they are being asked
to do a job that is different from the job they believe in. Some
of the data we're producing are enabling teachers to do some
experiments in their classroom, where they want to figure out
how to engage students better, how to build stronger relationships with students and [greater] trust in the classroom. These
are ultimately the kinds of data points that improve instruction and give educators information they didn't have, as opposed to standardized-test reports that will tell educators students are performing below a level of proficiency. An educator
who spent 180 days in the classroom with that child probably
knew that already.

Thomas Rettig

A ZERO STARTED IT ALL. Jack Schneider, an assistant professor of
education at the College of the Holy Cross in Worchester,
Mass., (and a former high school teacher and edweek.org
blogger) had long studied research around school quality.
When he was ready to send his own children to classrooms
in Somerville, Mass., and discovered the district's zero rating
in an online tool created by The Boston Globe, he called out
what he believed was a narrow methodology. How could
you classify schools as good or bad based on SAT scores
and teacher-student ratios alone? The creator of the tool
responded: Think you can do better? Schneider accepted the
challenge.
For decades, testing outcomes have been a significant
factor in the evaluation of a school's success. That results,
as Schneider wrote in a 2014 Education Week Commentary,
in a small number of winners and a large number of losers,
and has led to poor reputations for many schools. Such
stark divisions increase economic segregation, he said,
as schools with strong scores push up property values,
price out the working class, and leave low-income children
isolated. While the Every Student Succeeds Act requires
states to incorporate nontraditional indicators into their
accountability systems in an effort to rethink school success,
Schneider is urging a shift in mindset at every level of
education.
In his new book, Beyond Test Scores: A Better Way
to Measure School Quality, released in August by
Harvard University Press, Schneider argues that more
comprehensive data can undo harmful accountability
systems, help parents and teachers make better decisions for
students, and help school leaders more accurately recognize
which schools need the most assistance-all of which will
improve the way we educate students. Schneider has seen
improvements on the ground after creating a school quality
framework for his own district that uses multiple measures
of student engagement, achievement, and school culture.
The Massachusetts Consortium for Innovative Education
Assessment, which Schneider co-founded in 2016, is now
working at redefining accountability on a larger scale-in
six school districts in his home state and counting.
Commentary Associate Kate Stoltzfus spoke to Schneider
recently by phone about how other districts can find
expansive ways to define success, thereby creating
classrooms that put students-not test scores-first.

Q&A
JACK SCHNEIDER
Assistant Professor of Education,
College of the Holy Cross

Getty

You say that you want to create better ways to measure schools, not just to better
evaluate them individually, but to rethink as a nation how we conceptualize what a
"good" school is. How has your definition of a good school been altered?
Most of us in our hearts know what a good school is and does, but we don't have the
language ready and we haven't conceptualized it as a broader community. The way
I tend to think about school quality these days is shaped by the future. Who are the
kids I want to meet 10 years from now? That is not a world that is going to be made by
drill-and-kill instruction in math and English. It's a world that is going to be shaped
by children discovering their interests and passions and talents in the classroom. It's
shaped by children going to school with people who are not always exactly like them
and learning how to work together and who are given opportunities to play and create
together. We are limited right now by our policies, tools, and language, but those things
can change. We are not limited by our vision or by our shared sense of community. n
The interview has been edited for length and clarity. To listen to the conversation, go to
www.edweek.org/go/schneider-qa.

"

Educators tend to trust data more when they see that those data align with all the things they are trying to do
in the classroom."
EDUCATION WEEK | September 6, 2017 | www.edweek.org | 19


http://www.edweek.org http://www.edweek.org/go/schneider-qa http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - September 6, 2017

Education Week - September 6, 2017
Teachers Carve Out a Place in the Curriculum For LGBT History
Learning to Teach Via Virtual Reality
Rule Targets District Bias In Spec. Ed.
Hurricane Takes Heavy Toll on Schools
Report Roundup
News in Brief
State Educational-Leadership Initiatives In Budget ‘Pickle’
New Tool Alerts Teachers When Students Give Up on Test
DIGITAL DIRECTIONS: Mobile Devices Put Education In Hands of Syrian Refugees
LGBT Curricula Spreads Slowly
Tweaking School Turnarounds
After Fierce Fight, Illinois Enacts Tax-Credit Scholarship Program
President’s Youngest Son Joins Back-to-School Crowd
Sarah M. Stitzlein: How to Define Public Schooling in the Age of Choice?
Q&A With Jack Schneider: What Makes a School Good? It’s More Than Test Scores
READERS REACT: Have SAT Accommodations Really Gone Too Far?
Letters
TopSchoolJobs Recruitment Marketplace
Chris Elmendorf & Darien Shanske: We Need Better Education Data
Education Week - September 6, 2017 - Hurricane Takes Heavy Toll on Schools
Education Week - September 6, 2017 - 2
Education Week - September 6, 2017 - 3
Education Week - September 6, 2017 - News in Brief
Education Week - September 6, 2017 - 5
Education Week - September 6, 2017 - State Educational-Leadership Initiatives In Budget ‘Pickle’
Education Week - September 6, 2017 - New Tool Alerts Teachers When Students Give Up on Test
Education Week - September 6, 2017 - DIGITAL DIRECTIONS: Mobile Devices Put Education In Hands of Syrian Refugees
Education Week - September 6, 2017 - 9
Education Week - September 6, 2017 - 10
Education Week - September 6, 2017 - 11
Education Week - September 6, 2017 - 12
Education Week - September 6, 2017 - 13
Education Week - September 6, 2017 - LGBT Curricula Spreads Slowly
Education Week - September 6, 2017 - 15
Education Week - September 6, 2017 - After Fierce Fight, Illinois Enacts Tax-Credit Scholarship Program
Education Week - September 6, 2017 - President’s Youngest Son Joins Back-to-School Crowd
Education Week - September 6, 2017 - Sarah M. Stitzlein: How to Define Public Schooling in the Age of Choice?
Education Week - September 6, 2017 - Q&A With Jack Schneider: What Makes a School Good? It’s More Than Test Scores
Education Week - September 6, 2017 - Letters
Education Week - September 6, 2017 - 21
Education Week - September 6, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - September 6, 2017 - 23
Education Week - September 6, 2017 - Chris Elmendorf & Darien Shanske: We Need Better Education Data
Education Week - September 6, 2017 - CW1
Education Week - September 6, 2017 - CW2
Education Week - September 6, 2017 - CW3
Education Week - September 6, 2017 - CW4
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