Summative setting-level indicators do not allow quick feedback on school practices, so schools set attendance goals and monitor them weekly or monthly to determine whether new practices are improving those indicators¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Summative setting-level indicators provide end-of-year information but do not allow quick feedback on whether new school practices worked. → Allensworth 2018 q2 i? Schools can set goals around attendance and monitor them weekly or monthly to determine whether new practices are showing improvements in those indicators. → Allensworth 2018 (2)

Evidence¶

Allensworth 2018¶

Allensworth, E.M., Nagaoka, J., & Johnson, D.W. (2018). High school graduation and college readiness indicator systems: What we know, what we need to know. Chicago, IL: University of Chicago Consortium on School Research. https://ncs.uchicago.edu/freshman-on-track-toolkit

q2 · i? · review · r2

The review's design analysis of setting-level indicators states that "summative indicators do not allow for quick feedback on practices" and that waiting a year to see whether new practices worked is not efficient. This is an analytical argument, not a measured comparison; no effect size is printed.

"However, summative indicators do not allow for quick feedback on practices. It is not efficient to wait a year to see if new school practices had the intended result."

Allensworth 2018 (2)¶

Allensworth, E.M., Nagaoka, J., & Johnson, D.W. (2018). High school graduation and college readiness indicator systems: What we know, what we need to know. Chicago, IL: University of Chicago Consortium on School Research. https://ncs.uchicago.edu/freshman-on-track-toolkit

q2 · i? · review · r2

As a formative alternative, the review describes schools setting attendance goals and monitoring them "weekly or monthly to determine whether new practices are showing improvements in those indicators," since attendance is strongly related to on-track rates and available on an ongoing basis. Descriptive recommendation; no effect size is printed.

"Schools can set goals around attendance, and monitor them weekly or monthly to determine whether new practices are showing improvements in those indicators."

Discussion¶

Related Claims¶

• The CRIS framework extends existing early warning systems beyond graduation and academic measures — a broader claim this one bears on
• Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning — related
• Specific, difficult goals lead to higher performance than easy or vague \"do your best\" goals. — related
• Three options exist for setting IEP goals: end-of-year benchmarks, intra-individual framework, and national norms — related
• Goal setting improves performance — related