Left Behind by Policy: A Case Study of the Influence of High Stakes Accountability Policy on Data-Based Decision Making in One Small, Rural New Hampshire School

Linda L Carrier,Michael Whaland

doi:10.35608/ruraled.v38i3.217

Abstract

The high-stakes accountability policies that stemmed from NCLB and Race to the Top required minimum group sizes in order for school performance to be analyzed through state accountability formulas. Small rural schools have frequently been left out of this equation due to a lack of consistently reportable aggregate groups and sub-groups. The evidence of this has been seen through the lack of needed data-based decision making (DBDM) practices. In order to begin to understand the DBDM practices of small rural schools and the relationship to educational policy we engaged in case study research of a Pk-12 school of 100 students from 2014-2015. The school, located in New Hampshire, provided us with insights into the potential gaps that exist between policy and practice in small rural schools. In addition, questions of educational equity began to emerge as we considered the gaps between student achievement data and the professional development of educators.

Highlights

The high-stakes accountability policies that stemmed from NCLB and Race to the Top required minimum group sizes in order for school performance to be analyzed through state accountability formulas
As we considered the data from the professional development sessions, School A New England Comprehensive Assessment Program6 (NECAP) data, and School A’s contextual data it became clear to us that the lack of consistent reporting of NECAP data had contributed to the lack of usage of data at the school
The lack of attention paid to low growth in student achievement at the school was not provided through the lens of high-stakes accountability policy because the school didn’t meet the population threshold for reporting included in the policy

Summary

Introduction

The high-stakes accountability policies that stemmed from NCLB and Race to the Top required minimum group sizes in order for school performance to be analyzed through state accountability formulas. Small rural schools have frequently been left out of this equation due to a lack of consistently reportable aggregate groups and subgroups The evidence of this has been seen through the lack of needed data-based decision making (DBDM) practices. In order to begin to understand the DBDM practices of small rural schools and the relationship to educational policy we engaged in case study research of a Pk-12 school of 100 students from 2014-2015. The goal of the current study was to begin to develop an understanding of the state of data-based decision making (DBDM) in one such school, and the relationship between high stakes accountability systems as they currently exist and the ability of small, rural schools make effective use of available data. The recently signed Every Student Succeeds Act provides some hope for how data is used in accountability, it remains to be seen how this hope will be realized in practice

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Conclusion