At the District 202 School Board’s meeting on April 11, the Board considered four draft goals that will guide the District for the next five years:
Goal 1: Equitable Educational Outcomes: ETHS will increase each student’s academic and functional trajectory to realize college/career, and independence by eliminating racial predictability across income, disability, and English language proficiency.
Goal 2: Student Well-being: ETHS will provide and connect each student with resources, opportunities, supports, interventions, services, and curricula to ensure that each student will demonstrate significant academic and social-emotional growth and maximize their well-being.
Goal 3: Fiscal Accountability: ETHS will provide prudent financial stewardship.
Goal 4: Community Engagement and Partnerships: ETHS will strengthen student learning and well-being through community and parent relationships, and collaboration with educational providers and other organizations to create an effective continuum of learning and seamless transitions.
The Board asked that changes be made to some of the goals (see story on page 26), and District administrators are expected to bring back draft revised goals for the Board to consider.
At this stage the goals are general. Administrators say the next draft will include potential measures of success and targets for the Board to discuss. While there was some discussion at the Board meeting on whether determining the measures of success and targets is a Board function or an administrative function, we think it is clearly a Board function. Without measures of success and targets, there are no meaningful goals. The guts of a goal is in its measures of success and targets.
Importantly, the administration will be bringing back a proposal on how to measure whether students are “college ready.” In a lengthy editorial we published on March 10, we expressed our concerns about using a model called “Redefining Ready” to define college readiness, a model which administrators said they were looking at. We opined that the Redefining Ready model aims to prepare students for C-level work in college – which in light of research showing that 85% of the grades given in college are As and Bs – is preparing students to just get by, rather than succeed.
Administrators have not yet presented their definition of what it means to be college ready, and not yet presented measures of success or targets. So this is not intended as a criticism of anything the administration has presented.
But because the Board is getting close to finally approving its goals, we again encourage the Board to define college ready in a way that measures whether students are prepared to get at least an A or B in college, rather than just getting by. We proposed specific measures of success in our March 10 editorial.
There is a lot of talk about equity. There is no equity without high expectations for all youth.