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1 1 (March 30, 2021)

handle is hein.amenin/aeiadtr0001 and id is 1 raw text is: Key Points SPolicy'kers increasingly face Clue .O ns about whethertest--based accountability paints an ov' n arrow picture of schoo r prtormance S One proposed strategy for reducng reliance on test scores is to incorporate non-test measures- nonacadermic ndoators such as school climate surveys-into accountabil- i`Y syrstems a While includino nonacadernic indicators could ead to better decision -making and, lni- rnaely, better outcomes for students, rushed im plernentation of non-validated metrics could cairry significant costs. Poicym aker s who wish to implement nonacademic indicators should ask themselves what their goals are in adciin.g nonacademc ndicators, whether adding indicators is the only way to arhieve tnose goals, who should be involved in selectino indicators, and how data wAill actually be used. Whether and how to hold schoos accountable for their performance has been a topic of debate in education circles for decades, and the use of stand- ardized achievement test scores For accountabiliy has been particularly contentious. (ne proposed strategy for reducing reliance on test scores is to incorporate non-test measures into accountability systems. In fact. doing so is a requirement under the Every Student Succeeds Act (ESSA), the federal legislation that guides state testing and accounta- bility policy. Additional indicators can reduce the extent to which test scores drive school perftrmance ratings while sending a message to educators and the public about the need for schools to attend to conditions or outcomes beyond test scores. In this report, I discuss a category of m easures that I call nonacade..ic indicators and briefly describe ways they can be used to inform decision-making. I ten toffer a set of questions that policymakers should ask before adopting such measures for aceountabilit purposes. Understanding the Current School Accountability Context Researen on whether school accountahility has been beneficial, harmfual, or inconsequential is mixed but suggests that the effects depend on the system's features and the context in which account- ability is enacted, Despite this mixed record, a test- ing backlash has been brewing since the passage of

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