ESSA │4. Accountability, Support, and Improvement for Schools

In this section, SEAs describe their accountability, support, and improvement system including elements of their accountability system (i.e. indicators, subgroups, etc.), identification of schools for support and improvement (targeted support, additional targeted support, comprehensive support), and information about evidence-based practices and interventions in these identified schools. In designing state-level systems, states must include measures of academic performance and may also include nonacademic factors at the student or school level, such as student engagement or school climate measures.

Effective accountability systems are used to identify and target support to districts and schools that are most in need of additional assistance, rather than solely for compliance or punitive measures. An effective accountability system includes a well-designed data system, as well as processes, tools, and supports to drive educators to use this data systematically. AIR staff are experienced in helping states and districts identify indicators, developing processes for continuous improvement, and training leaders to implement and maintain these systems in order to help students succeed.

For example, the Regional Educational Laboratory Midwest has worked with states to examine methods for identifying schools and discuss the benefits and limitations of each option to inform their decisions. Our Illinois Center for School Improvement leads the delivery of high-quality, research-based statewide systems of support for districts designated as focus and priority by the Illinois State Board of Education.

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