Alternative Accountability Policy Forum 2015

Two women sitting at a table in a conference room.

What do Education Northwest, Portland Public Schools, America’s Promise Alliance, Rutgers University, the California Legislative Analyst’s Office, Jobs For the Future, the UC Santa Barbara Dropout Research Project and many more researchers have in common?

They will all be at the 2015 Alternative Accountability Policy Forum. Join the Reaching At Promise Students Association in sharing practices and learning about improving outcomes for critically at risk students – those we call At Promise students. Hear from nationally recognized experts and from your colleagues in schools across the country who focus on authentic life changing education and career development for students who are at risk of dropping out or have previously dropped out. Join the forum that provides cutting edge research, extensive opportunities for collaboration, and opportunities to build advocacy networks across the country for serving at promise students.

The Fourth Annual Alternative Accountability Policy Forum promises to build on a deep foundation of policies and practices to make sure that students and schools are provided relevant measures of success. Join colleagues from New York to California, Florida to Washington, Ohio to Arkansas. Learn something new. Share something important.

Education Northwest invites you to this session:

Telling the Whole Story: Using Qualitative and Quantitative Metrics To Measure Multiple Facets of Alternative Programs

Presenters: Carla Gay from Portland Public Schools and Matthew Eide, Christopher Mazzeo, and

This presentation will share an alternative accountability framework developed by Education Northwest for Community Based Alternative Programs. The framework includes both quantitative and qualitative measures that districts and schools can use to measure student progress, ensure high standards of instruction, and capture practices that can be replicated and scaled. The framework includes a set of quantitative metrics that measure student progress, student achievement, school connection and school climate. The qualitative data helps to provide context for the quantitative metrics and captures student and school successes and challenges missed by traditional metrics. Additionally, this qualitative data provides alternative program administrators, staff, and students with a voice in the accountability framework, allowing them to “tell the story” of their work that may not be captured or adequately described by the quantitative metrics.