Oklahoma achievement declined rather than grew across 2012–2014 under the A–F letter grade system, with the largest drops in F schools¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Math and reading scores declined for students in each letter grade category from 2012–2014, with Non-FRL and FRL students in F schools showing the largest average drops. → Adams 2017

Evidence¶

Adams 2017¶

Adams, C. M., Ford, T. G., Forsyth, P. B., Ware, J. K., Olsen, J. J., Lepine, J. A., Sr., Barnes, L. B., Khojasteh, J., & Mwavita, M. (2017). Next generation accountability: A vision for improvement under ESSA. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/next-generation-accountability

q2 · i? · theoretical · r2

Three-year growth analysis of Oklahoma math and reading scale scores by 2011–12 school grade and FRL status (Figures 4–6) found declines across grade categories; the authors report F-school students had the largest average drops despite the greatest room for growth.

"We do not find any meaningful gains in student achievement for 2012–2014. Instead of average “growth,” achievement has declined for students in each letter grade category."

Discussion¶

Related Claims¶

• In Oklahoma A and B schools, FRL students scored lower in reading than Non-FRL students, with the gap widening in 2014 — related
• Reading score distributions within A–F letter grades overlap heavily, so letter grades misrepresent the achievement of many individual students — related
• Composite accountability indicators such as A–F letter grades fail to capture the cognitive and noncognitive competencies of deeper learning and college and career readiness — related