000			03098cam a2200337 i 4500
001			2017003844
003			DLC
005			20190524125311.0
008			170206s2017 mau b 001 0 eng
010			_a 2017003844
020			_a9780674976399 (cloth)
042			_apcc
043			_an-us---
040			_aMH/DLC _beng _erda _cMH _dDLC
050	0	0	_aLA217.2 _b.S34 2017
082	0	0	_a370.11 _223
100	1		_aSchneider, Jack _c(Writer on education),
245	1	0	_aBeyond test scores : _ba better way to measure school quality / _cJack Schneider.
264		1	_aCambridge, Massachusetts : _bHarvard University Press, _c2017
300			_a326 pages ; _c22 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
520			_aWhat makes a school a "good" school? It's hard to say, and our current methods of measuring school quality are crude and often misleading. Parents who face the problem of where to matriculate their children are often left to surf websites that only offer one or two metrics by which to measure school accomplishment. Or they ask around among neighbors, work colleagues, and so on; the problem, of course, is that nearly everyone thinks the school their children attend is a "good" school. Lawmakers and education reformers review spreadsheets containing data that only confirm what we already know: high average test scores, the metric most often used to indicate school quality, are merely a reflection of the socioeconomic status of students who attend the school. But which schools improve scores the most? Which are best at protecting kids from bullying and harassment? Which schools are best at science, at the arts? Which schools are best at preparing underserved groups for college and the job market? None of the metrics for school quality that are currently widely available are helpful at answering these questions. Schneider led a team of researchers who asked people what they thought made for a good school. The answers they provided sometimes aligned with the measures policymakers and researchers have deemed important--and sometimes not. Then they set out to design a new system for measuring school quality that would allow Americans to figure out which schools were good at doing what and how to hold schools accountable for improving outcomes.-- _cProvided by publisher
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- Wrong answer: standardized tests and their limitations -- Through a glass darkly: how parents and policymakers gauge school quality -- What really matters: a new framework for school quality -- But how do we get that kind of information? making use of new tools -- An information superhighway: making data usable -- A new accountability: making data matter -- Conclusion -- Postscript.
650		0	_aEducation _xAims and objectives _zUnited States.
650		0	_aEducational accountability _zUnited States.
650		0	_aEducational tests and measurements _zUnited States.
650		0	_aEducation and state _zUnited States.
999			_c233746 _d233746