Key National Education Indicators Workshop Summary (2012) / Chapter Skim
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7 Concluding Thoughts
7 Concluding Thoughts
Pages 60-66
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From page 60... ...
He also noted that an indicator system should distinguish between in-school and out-of-school learning: he noted his particular interest in the ways that young people use their discretion in choosing out-of-school learning. A third priority for him is a system that tracks not only the availability of positive learning experiences, but also exposure to such stressors as poverty and such social toxins as violence and 29 Elliott credited Connie Citro, director of the Committee on National Statistics of the National Academy of Sciences, for this observation.
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From page 61... ...
schools have changed markedly in the past century, she noted, and promoting academic achievement for all is actually "a new assignment for them." A century ago, public schools were expected primarily to assimilate immigrant children into American society. In the ensuing decades other goals were added: fostering social adjustment and creativity; desegregating public institutions; and creating special programs for the poor, the disabled, the gifted, and English language learners, for example.
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From page 62... ...
Marshall Smith noted that the United States has a complex and loosely structured education system and such systems are difficult to change through policy. The diffuse policy authority results in reduced coherence and predictability, he suggested.
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From page 63... ...
García observed that the steering committee's framework was structured around the current organization of formal education opportunities in the United States and that this may not be the best way to assess the overall well-being of lifelong learning processes. An alternative would be to use age as the organizing structure, so that indicators would be used to ask how well a particular age group is faring with respect to learning opportunities and outcomes in a variety of venues.
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From page 64... ...
He noted that the rapid pace of innovation and technological advances is continually reshaping education, both nationally and globally. As a result, the selection of key national indicators must take into account current conditions as well as anticipated future conditions.
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From page 65... ...
Qualitative measures that assess the opportunity to learn -- context measures would address issues of quality that could be tied to outcome measures Patricia Measures of academic achievement, e.g., NAEP and state Graham standardized tests Measures of school conditions, especially effective teaching The role of technology in young people's lives Marshall Indicators of human outcomes: learning and doing Ages 0-6: quality of parent and family support for learning, Smith including physical health and school readiness Ages 6-18: academic growth (assessments, attainment/graduation) ; participation in community, students' belief that have "learned how to learn" and enjoy it Ages 18-35: attendance and graduation tertiary education; participation in civil society (voting, networks, coaching)
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From page 66... ...
, and measures of efficiency o availability and opportunity (including technology use to reach new students) Indicators for infrastructure of nonformal education system and employment training Ages 0-6: quality of family/community support and learning systems Ages 6-18: opportunities for extra support in school work (after school classes, summers, tutors)
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