Defining & Measuring Student-Centered Outcomes - Equitably Preparing All Students

Oct 15, 2026

Uploaded by Jacob

A report advances student-centered learning by defining and measuring student and school outcomes that reflect success in college, career, civic participation, and life. It examines how measurement and accountability policies have narrowed curriculum and missed critical aspects of what students need. The paper synthesizes research, frameworks, and interviews to propose inclusive competency domains, multiple measurement purposes, and practical ideas for states, districts, learning communities, and families.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Introduction and Context

Part 1: Defining Outcomes

Student Learning Outcomes: Four Key Competency Domains

Other Outcomes that Support Learning

Part 2: Measuring Outcomes

Why Measurement? Three Main Purposes

Nine Measurement Strategies Commonly Used

An Authentic, Integrated, Multi-measure System

Part 3: Moving Forward

Three Levels Inform a Full Set of Outcomes

Specific Ideas for Moving Forward

Appendix A: Research Methodology

Defining & Measuring Student-Centered Outcomes Equitably Preparing All Students for College, Career, Civic Participation, and Life by Lars Esdal October 2018 Education Evolving is a Minnesota-based, nonprofit, nonpartisan organization focused on improving educational opportunities and outcomes for all students, in particular those who are and have been traditionally underserved. Toward that end, our mission is to advance student-centered learning for all students, by supporting teachers designing and leading schools, and by advocating for policy that is open to [innovation. Read more at](innovation. Read more at www.educationevolving.org)[ www.educationevolving.org](innovation. Read more at www.educationevolving.org). We are immensely grateful to the more than 50 students, families, educators, policymakers, community advocates, researchers, and business owners we spoke to for this paper. We do not list them here since we asked them to speak candidly from their experience, and indicated we would not identify them by name, but each contributed in unique ways to the final product. Thankyou! Report design by Marcus Penny. Contents Introduction and Context 4 Part 1: Defining Outcomes 5 Student Learning Outcomes: Four Key Competency Domains 6 A Call for Inclusive Definitions of Competency 6 Domain 1: Content Competencies 7 Domain 2: Cognitive Competencies 8 Domain 3: Social-Emotional Competencies 9 Domain 4: Navigational Competencies 10 Other Outcomes that Support Learning 11 Other Student Outcomes that Support Learning 11 Other School Outcomes that Support Learning 11 Part 2: Measuring Outcomes 13 Why Measurement? Three Main Purposes 14 Nine Measurement Strategies Commonly Used 15 An Authentic, Integrated, Multi-measure System 18 Part 3: Moving Forward 20 Three Levels Inform a Full Set of Outcomes 21 Specific Ideas for Moving Forward 22 Ideas for States 22 Ideas for School and District Learning Communities 25 Ideas for Individual Students and Their Families 28 Conclusion 28 Appendix A: Research Methodology 29 End Notes 31 Defining & Measuring Student-Centered Outcomes | 3 Introduction and Context As goes the adage, what gets measured gets done. This statement has proven true, over time and across sectors.1 In education, the outcomes set for students and schools, and the measures used for those outcomes, influence whether learning can truly be designed with students at the center.2 In recent years, there has been an unprecedented focus on measurement and data in public education, beginning most notably with the 2002 passage of the No Child Left Behind Act (NCLB) and continuing through the Every Student Succeeds Act of 2015 (ESSA) . To be sure, these policies have made important contributions. They brought attention to egregious and unacceptable inequities among students in very important areas of academic achievement,3 and some analyses have shown modest student gains in tested subjects over this period.4 At the same time, these policies have had unintended consequences. The emphasis on assessments of reading and math has corresponded with a narrowing of curriculum to focus on these subjects,5 and data has come to be associated more with accountability than with improving teaching and learning. Perhaps most importantly, the measures emphasized in this era do not capture a full picture of what matters to equitably prepare all students for success in college, career, civic participation, and life.6 It's time to expand how we define and measure student and school outcomes To be clear, we are not advocating to eliminate standardized tests. Rather, we assert it's time to expand how we define and measure student and school outcomes to also include broader and deeper sets of knowledge and skills that are valued by students, families, and communities,7 and are necessary for students’ success in the 21st century. And, it's time for assessment and dat

FAQs

Why does the report argue that measurement in education needs to change?

It contends that current measurement practices tied to accountability have narrowed curriculum and do not capture a full picture of what matters to prepare students equitably for success in college, career, civic participation, and life.

What research methods does the report use to develop its approach?

It relies on a comprehensive literature search, an examination of 15 existing outcomes frameworks, and interviews with over 50 students, families, educators, policymakers, community advocates, researchers, and business owners.

What are the three main purposes of measurement discussed in the report?

The report presents “Why Measurement? Three Main Purposes,” outlining how measurement should inform learning and school improvement as well as support accountability.

Oct 15, 2026

Uploaded by Jacob