US Department of Education: "The Future of ESEA Report Cards: Using Data to Have Conversations About School Performance"
The new requirements for report cards under the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, provides an opportunity to use data to facilitate conversations about school performance and how resources are being allocated. So, how can states, school districts, schools and parents use report card data to have meaningful conversations about school performance? This panel will highlight what is available and discuss strategies for states, school districts, schools, parents and other stakeholders to effectively communicate about the report card data-including per-pupil expenditure data-and how to contextualize variances in funding.
Download Session Materials
- Future of ESEA report cards_FINAL.pdf
Michael Anderson is an attorney in the U.S. Department of Education’s Office of the General Counsel where he provides legal advice on a number of federal education programs, including Title I, Part A of the Elementary and Secondary Education Act. He holds a degree in history from the University of Washington and a law degree from the Catholic University of America, Columbus School of Law. Prior to law school, he taught elementary school for seven years.
Jane Clark joined the DQC team as a senior associate for federal policy and advocacy in 2018. In that role, she analyzes federal legislation and federal initiatives and helps direct DQC’s policy and advocacy work to identify opportunities for the federal government to promote and support improved data use. She is committed to DQC’s goals to ensure that all education stakeholders have access to high-quality data and can use it to improve outcomes for students. Working at DQC allows Jane to combine her commitment to education data and dedication to education policy more broadly. Prior to joining DQC, Jane worked in the Office of Elementary and Secondary Education at the US Department of Education. While there, she worked on K–12 data initiatives, including the development of internal policies related to data governance, privacy, and quality; and external support for states on data requirements in the Elementary and Secondary Education Act.
Lindsay Lewis is the special project and programs manager at the Delaware Department of Education. Over the past three years, Lindsay lead the Report Card development efforts focused on redesigning how educational data is shared to various stakeholder throughout the state. Lindsay helps districts, schools and programs tell the story behind data while also prioritizing information based on stakeholders feedback. Lindsay’s work on the Report Card also included understanding and documenting internal data processes, standardizing and documenting business rules and clearly communicating information to internal and external partners.
Patrick Rooney is the Director of the Office of School Support and Accountability. In that capacity, he administers several of the Department’s formula grant programs, including Title I, Part A; Title I, Part B; Title I, Part D; Title II, Part A; Title III, Part A; 21st Century Community Learning Centers; and McKinney-Vento Homeless Education.
Sara Shaw serves as the Senior Manager of Fiscal and Academic Solvency at the Illinois State Board of Education, building bridges between programs and finance such that state K-12 policy and practice can support schools more holistically. Before coming to ISBE, Sara directed K-12 policy for the Illinois Secretary of Education. She previously worked as a program manager with Mass Insight Education, a nationally recognized leader in school turnaround. Sara began her career as a teacher in Milwaukee, WI. She holds a Master’s degree in Educational Policy and Leadership from Marquette University and a Bachelor’s degree in Comparative Literature from Princeton University.