States should weigh the tradeoff between easily measured indicators (understandable, low data burden) and more complex measures (greater nuance), and explore innovative readiness measures tied to long-term outcomes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends that states designing postsecondary readiness indicators deliberately trade off simplicity against nuance. The authors note that included measures "skew toward more easily measured ones, such as assessment results, course completion, and achievement of credentials," which ease understanding and reduce data collection burdens, while "more complex measures may provide greater detail and nuance about school and district performance." They further urge states to use ESSA's SQSS flexibility to innovate, since research linking current indicators to long-term student outcomes is lacking.

Design Implications¶

Context¶

Requirements¶

• States must have the resources and motivation to devote to developing and evaluating innovative readiness measures.

Constraints¶

• The lack of research connecting current indicators to longer-term student outcomes means whether easily measured indicators accurately quantify postsecondary success remains an open question.

Target Learners¶

• high school students

Target Learning Goals¶

• accurate measurement of readiness for life after high school

Related Strategies¶

• Use pilot and field testing to evaluate psychometric complexity, and standardize testing policies for comparability

Examples¶

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Key Sources¶

• Mitchell P. Herz, Lamar L. Johnson, and Eric W. Crane. (2023). Accountability for Postsecondary Readiness: A 50-State Analysis. Region 15 Comprehensive Center at WestEd. https://eric.ed.gov/?id=ED633301