A Broader Measure of Student Achievement and Learning in Traditional Public High Schools
Spurred by the Every Student Succeeds Act, districts and states around the country have developed school report cards—usually centered around test scores—to represent school quality. Yet parents and other interested stakeholders need a more complete understanding of school quality that includes a more holistic vision of learning outside of test score achievement.
The REMIQS (Robust and Equitable Measures to Identify Quality Schools) project seeks to identify traditional public high schools that effectively serve students who have been historically underserved in the education system. It will define effectiveness by recognizing how students achieve along various success pathways and how schools support those successes.
A joint effort between the Urban Institute, KnowledgeWorks’ Student-Centered Learning Research Collaborative, and multiple states, REMIQS will use state longitudinal data and other public data resources to identify authentic definitions of quality that go beyond test scores and graduation rates.
For this project, we developed a logic model of school inputs, activities, outputs, and outcomes that may characterize school quality. A more detailed model is available here. The framework presented here could be a resource for educators, policymakers, and others interested in how components of school functioning can influence student outcomes in meaningful ways.
The Urban Institute has outlined the motivation and concepts behind REMIQS in a brief.
REMIQS Logic Model
Robust and Equitable Measures to Identify Quality Schools (REMIQS) is a new initiative that seeks to build a comprehensive definition of high-quality nonselective public high schools serving student populations often underserved by the public education system. This concept brief describes the motivations behind this study and the concepts that may characterize high-quality schools, as discerned from the literature and discussions with leaders in the field. The framework presented here could be a resource to educators, policymakers, and others interested in the components of school functioning that may influence student outcomes in meaningful ways.