School Quality Measures
Through a strand of work led by professor Jack Schneider at the University of Massachusetts Lowell and a team of researchers, MCIEA is reimagining how we measure the quality of our schools and the learning experiences of our students. To achieve this goal, MCIEA solicited input from stakeholders in each consortium district to build a school quality framework that reflects what the public wants to know about their schools. The framework has been built around multiple measures, which include academic, social-emotional, and school culture indicators, in order to piece together a fairer and more comprehensive picture of school performance.
Strengthening teacher practice.
MCIEA’s school quality framework provides educators with a wider array of information about school quality. In so doing, it generates meaningful data about student progress that can be used to reliably inform teaching and learning in the classroom.
Restoring the broader purpose of education.
By measuring school quality in a fair and comprehensive way, MCIEA seeks to reaffirm the full mission of public education. MCIEA believes it is possible to track school quality without relying on a narrow set of indicators and in a way that reflects the unique character of each school community.
Engaging the community in defining quality in our schools.
Students, families, educators, and community members identify what is most important to know about their students and schools. This feedback informs the MCIEA school quality measures framework and public dashboard—a visual tool to clearly communicate data on a set of multiple indicators.
MCIEA School Quality Framework
MCIEA's School Quality Measures framework aims to describe the full measure of what makes a good school, using five major categories – the first three being essential inputs and the last two being key outcomes:
For more information about each category and its indicators, check out a detailed SQM Framework Overview. The School Quality Measures reseach team includes Jack Schneider, James Noonan, Thomas Kelley-Kemple, Michael Kelly, Richard Feistman, and Andresse St. Rose.
Building a Better Measure of School Quality by Jack Schneider, Rebecca Jacobsen, Rachel White, and Hunter Gehlbach
This article reviews the development of the school quality framework used by MCIEA and explores how it can give parents and community members a fuller and more nuanced picture of schools.
What makes a good school? The MCIEA School Quality Measures project considers what each unique school community brings to the table by considering multiple measures of school quality, rather than creating a rigid, zero-sum standard.
Why Multiple Measures? by Jack Schneider
This white paper discusses how existing accountability systems are not measuring all of what matters in public education, and they are holding schools accountable for only a narrow slice of their full mission. Multiple measures can ameliorate many of the most obvious flaws in present measurement and accountability systems by expanding the number of school quality indicators.
The (Mis)measure of Schools: How Data Affect Stakeholder Knowledge and Perceptions of Quality by Jack Schneider, Rebecca Jacobsen, Rachel White, and Hunter Gehlbach
Researchers conducted a randomized experiment, using a modified deliberative polling experience to test how parents and community members would respond to a broader array of school performance data. This article examines the influence of test scores and more holistic measures of school quality in shaping public understandings of familiar and unfamiliar schools.
Measuring School Quality Beyond Test Scores: Final Reports for Year 1 and 2 by Jack Schneider and Doug Gagnon
These reports document the development, field testing, and validation of a new measure of school quality in Somerville Public Schools—one that goes beyond test scores to capture a fuller range of outcomes and better reﬂect the work being done inside the schools.