Destination Known

How States Can
Incorporate Recommended
College and Career Readiness
Measures into their
Accountability Systems
There are three main ways that states can integrate the recommended
measures into their overall accountability system: public reporting, goal setting,
and school accountability determinations.
Highlight CCR Measures in High School
Public Reports
Every state has mechanisms in place today for publicly reporting
how its schools are performing, including school report cards
that give parents and community leaders critical information
about individual school performance based on a common set of
indicators. Unfortunately, very few school report cards include
meaningful measures of college and career readiness.
All states should begin to shine the
spotlight on these indicators by
incorporating all four recommended
CCR measures in their public reports
as soon as possible.
This can be accomplished by:
üü
Incorporating the recommended measures of college
and career readiness into the federally-required school
report cards.
üü
Producing an online, interactive high school feedback
report that provides information on all student
transitions into college and the workforce, based
on students’ preparation for college and career.
For example, Ohio has publicly reported the percent of students
“Prepared for Success” on its school report card (Figure 11).
While the measure was not part of the state’s accountability
determinations until 2016, for a number of years previously
the state’s online portal included this information—in an
ungraded format—helping parents, educators, and the public
understand the current performance of students without
consequences attached. An example of how this would look for
the recommended measures is on page 28.
Alternatively, a state education agency could create a College
and Career Readiness and Success Feedback report for each
high school in the state that includes both students’ preparation
for and successful transitions into postsecondary education,
training and the workforce. This data should be disaggregated,
and student transition information should be broken down by
whether students demonstrated college and career readiness
in high school. Nearly all states currently produce a high
school feedback report that provides information on student
transitions beyond high school; however, in nearly every case,
that information is restricted to enrollment in two- and fouryear
colleges. For the past few years, Kentucky has produced
feedback reports that incorporate transitions into both
postsecondary education and the workforce, breaking down
data according to whether the student demonstrated college and
career readiness in high school (Figure 12).84
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