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It contrasts traditional compliance-based, narrow metrics and ranking models with continuously improving performance frameworks grounded in real-time evidence and reflective practice. Drawing on OECD global best practices, it highlights outcomes and engagement, high-quality data, quality teaching and assessment, equity and inclusion, transparent use of student assessment, partnerships, and continuous improvement, with context from U.S. K–12 accountability history.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/next-generation-accountability-issue-brief-ask-create-flexibility-for-next-generation-accountability/582844/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/next-generation-accountability-issue-brief-ask-create-flexibility-for-next-generation-accountability/582844.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the brief’s authors say current accountability systems aren’t working?","Question",{"text":112,"@type":113},"They argue that the systems designed to rank and sort schools rely on narrow, time-based standardized metrics and delayed data use, which has not led to meaningful improvements in teaching, learning, or school quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the OECD recommend for next generation accountability policies?",{"text":117,"@type":113},"The brief lists OECD recommendations including outcome-focused systems, high-quality data for performance measurement, prioritizing quality teaching and assessment, fostering partnerships, and promoting equity through funding/resource fairness and bias reduction.",{"name":119,"@type":110,"acceptedAnswer":120},"How does U.S. K-12 accountability history shape today’s accountability debate?",{"text":121,"@type":113},"The brief reviews the No Child Left Behind Act’s standardized testing and subgroup accountability and the Every Student Succeeds Act’s allowance for multiple metrics, concluding that despite these reforms, there is limited evidence of significant improvements for students who need support most.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582844,1792209713,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Next Generation Accountability: Creating Performance Frameworks for Student Success  \nThis issue brief will explore how policymakers can approach rethinking, redesigning, and rearchitecting next generation accountability systems.  \nThe “Ask”: Create Flexibility for Next Generation Accountability  \nBackground  \nNext generation accountability systems can empower states, districts, communities, and schools with timely, relevant information and provide the capacity to analyze and continuously improve instruction and learning.  \nAfter 21 years of the current accountability framework in federal and state policy in the United States, there is growing recognition that it isn’t working for our students, families, and communities to improve teaching and learning, nor preparing them for the future.  \nAccountability systems have been designed to rank and sort schools—identifying the lowest 5% performing schools in each state. Compliance-based accountability entails narrow, time-based metrics of student achievement, examining age-based cohorts of students with groups and subgroups, delayed use of data, and a one-size-fits-all approach.  \nContinuously improving education systems use evidence-based practices and performance frameworks to improve learning and monitor progress in real time. In response to ongoing feedback and data, they drive change to improve and evolve practice. Continuously improving systems evolve culture and structures to ensure that students get the supports they need in real time to support growth and success.  \nResearch on the Future of Education: Best Practices  \nHow could states rethink next generation accountability to modernize schools and our education system to meet students’ needs?  \nState and federal policy leaders can study global best practices for the future of accountability to explore policy changes needed to modernize education in the United States.  \nFrom Global Best Practices  \nTo summarize global best practices in accountability policy, the Organisation of Economic Cooperation and Development (OECD) recommends that policy should:  \n1. Encourage accountability systems that encourage outcomes, student experience, culture, and community engagement in creating performance frameworks.  \n2. Develop high-quality data systems to measure and report performance metrics, including student engagement, learning experiences, and student achievement, and promote data-driven approaches to improvement.  \n3. Prioritize quality of teaching, assessment, and learning in both formal and informal (work-based, community-based, digital) learning environments.  \n4. Foster partnerships between communities, parents, providers, institutions, and education systems in order to create high-performing schools.  \n5. Promote equity and inclusion by addressing inequity in school funding and resources as well as biases in assessment and teaching and learning practices.  \n6. Promote equitable access to resources, services, and opportunities across schools, especially for students most in need.  \n7. Ensure student assessment is used effectively to monitor and improve learning transparently, rather than solely to rank or compare schools.  \n8. Support teachers to use evidence-based practices, build assessment literacy, and become reflective practitioners based on the research on how students learn best.  \n9. Dedicate resources and strategies to increase student engagement and graduation, for example, increasing graduation rates through multiple pathways and extended learning opportunities.  \n10. Develop a culture of continuous improvement in schools, with communities, parents, students, educators, and leaders taking ownership of school outcomes through reciprocity.  \nAccording to the Organisation of Economic Cooperation and Development (OECD):“In the past, education was about teaching people something. Now, it is about making sure that individuals develop a reliable compass and the navigation skills to find their own way through an increasing","cbCaiqi7rJLR2aDh","https://ap.wps.com/l/cbCaiqi7rJLR2aDh","pdf",468738,"English","# Ask: Create Flexibility for Next Generation Accountability\n## Background\n## Research on the Future of Education: Best Practices\n## From Global Best Practices\n## History of K-12 Accountability in United States","[{\"question\":\"Why do the brief’s authors say current accountability systems aren’t working?\",\"answer\":\"They argue that the systems designed to rank and sort schools rely on narrow, time-based standardized metrics and delayed data use, which has not led to meaningful improvements in teaching, learning, or school quality.\"},{\"question\":\"What does the OECD recommend for next generation accountability policies?\",\"answer\":\"The brief lists OECD recommendations including outcome-focused systems, high-quality data for performance measurement, prioritizing quality teaching and assessment, fostering partnerships, and promoting equity through funding/resource fairness and bias reduction.\"},{\"question\":\"How does U.S. K-12 accountability history shape today’s accountability debate?\",\"answer\":\"The brief reviews the No Child Left Behind Act’s standardized testing and subgroup accountability and the Every Student Succeeds Act’s allowance for multiple metrics, concluding that despite these reforms, there is limited evidence of significant improvements for students who need support most.\"}]","Next Generation Accountability - Issue Brief - Ask: Create Flexibility for Next Generation Accountability | PDF",1792044655,25]