There’s nothing more snooze-inducing than the adoption of state administrative rules. It features technical language, choreographed hearings, public comment periods, legalistic processes – and a sneaking suspicion that the people making the rules have already decided what will happen.
But rules can be important: case in point, the new school accountability rule that the Indiana State Board of Education is in the process of approving. It will set criteria for awarding A-to-F school grades and ultimately have a big influence on the reputations of schools and communities.
So it’s good that some of the people who will be most affected by the rule – teachers, school administrators and school board representatives – have been making clear what they think is wrong with the proposal the board is considering:
- They say a plan to put less emphasis on test-score growth and more on test-score performance will handicap high-poverty schools and provide an inaccurate picture of school effectiveness. The board’s proposal would cap math and language-arts growth points for elementary and middle schools and eliminate growth as a factor in high-school grades.
- They worry that adding accountability for science and social studies could lead to more emphasis on testing and test prep if it isn’t handled properly.
- They question details of the state’s move to a national college-admission exam, like the SAT or ACT, to measure of high-school performance. One official pointed out that students who aren’t college-bound may not take the test seriously, but schools will be judged on their scores.
- They ask how the accountability rule, including the requirement of SAT or ACT exams, will mesh with new high-school graduation pathways requirements that the board has adopted.