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It summarizes insights from Center for American Progress community conversations with caregivers, educators, administrators, and stakeholders, highlighting demand for timely, actionable data to guide learning support at and beyond school. It also reviews Every Student Succeeds Act (ESSA) requirements and the data types states report, explaining why local leaders need better benchmark information for responsive decisions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-education-data-that-matter-most-to-parents-and-school-stakeholders-key-findings-and-essa-accountability-metrics/582620/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-education-data-that-matter-most-to-parents-and-school-stakeholders-key-findings-and-essa-accountability-metrics/582620.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the brief say current accountability systems fall short?","Question",{"text":63,"@type":64},"It argues that most systems use limited metrics that do not reflect the context in which students learn, the conditions of their communities, or the resources available. 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They accomplish this by measuring and transparently reporting students’ yearly outcomes in academics and other areas. When schools do not meet benchmarks, states require that they take action to improve. However, this system of accountability fails to include meaningful metrics that take into account the context in which students learn, their communities, and the resources made available to them. Most existing school accountability systems do not give leaders—especially those at the local level—a recipe to follow that leads to better outcomes for students. That is, accountability systems are too often designed without critical information about the component parts and the most effective step-by-step process for education stakeholders to follow in order to reach the desired outcome: a quality education for all students.  \nAnd yet, local school communities, parents, and caregivers are hungry for this information. They want data that can guide their daily actions to support student learning, both in the classroom and beyond school walls. In 2019, the Center for American Progress embarked on a series of community conversations with caregivers, educators, school administrators, and other school stakeholders to learn what information they value and want to know about schools and student learning. This issue brief highlights what CAP gleaned from one round of community conversations. It includes powerful thoughts from participants that illuminate the need for schools to provide timely and useful data to caregivers, educators, and school leaders to improve the quality of education each child receives.  \nCAP community conversation overview  \nCAP initiated a series of education-focused conversations centering the voices of Black, Indigenous, and other communities of color across the country. Many of these communities have been systemically deprived of resources, resulting in  \n1 Center for American Progress | The Education Data That Matter Most to Parents and School Stakeholders  \ntheir students receiving less of an opportunity to learn at high levels. Their schools receive less funding, are taught by less experienced teachers, and have less access to rigorous and high-quality instructional materials and practices.1  \nThis issue brief focuses on a series of conversations with caregivers, educators, and other school stakeholders centered on school accountability and what types of data are made available to community members to ensure that schools are preparing all students for college, career, and civic life. By hosting video calls with school communities in three parts of the country, CAP learned how they use data from accountability systems and what information they want to better support student learning and improve student outcomes. More details about the community conversations can be found in the appendix.  \nBrief overview of ESSA’s K-12 accountability requirements  \nEach year, the Every Student Succeeds Act (ESSA) requires states to report how all students and different subgroups of students performed on standardized assessments and a series of additional metrics. The data that states report are necessary and useful for policymakers to target supports and additional investments to schools that need them. However, this design is insufficient to make real-or near-time decisions for students, does not offer any context for the conditions in which students are learning, and restricts determinations about school quality to these limited factors.  \nESSA requires states to report how all students and subgroups of students performed in the following areas:  \n• Perce","cbCaiqmz8RO44ufQ","https://ap.wps.com/l/cbCaiqmz8RO44ufQ","pdf",144746,"English","# CAP community conversation overview\n## Who participated and why resources matter\n# Brief overview of ESSA’s K-12 accountability requirements\n## Core metrics states must report\n## Expanded information beyond assessments\n# The information school communities say they want about students","[{\"question\":\"Why does the brief say current accountability systems fall short?\",\"answer\":\"It argues that most systems use limited metrics that do not reflect the context in which students learn, the conditions of their communities, or the resources available. Without this, stakeholders lack guidance for step-by-step actions that improve outcomes.\"},{\"question\":\"What does ESSA require states to report about K-12 performance?\",\"answer\":\"ESSA requires reporting performance of all students and subgroups on standardized reading and math assessments, four-year graduation rates, individual student growth, English learner progress, and at least one additional measure such as attendance.\"},{\"question\":\"What additional data does the brief note ESSA requires states to collect and report?\",\"answer\":\"It highlights broader information including access to advanced classes, college enrollment rates, discipline rates, chronic absenteeism, per-pupil spending, and educators’ professional qualifications.\"}]","The Education Data That Matter Most to Parents and School Stakeholders - Key findings and ESSA accountability metrics | PDF",1792044064,25]