School accountability: college and career readiness indicators: culminating performance assessment.
If enacted, AB1357 would substantially influence how educational success is measured in California schools. By enabling the inclusion of performance assessments in the evaluation criteria for the California School Dashboard, the bill represents an evolution in educational assessment, addressing the need for deeper insights into student competencies. Furthermore, it emphasizes the necessity for local educational authorities to develop these assessments, fostering an environment of collaboration among educators, community stakeholders, and students, which could lead to more tailored educational practices.
AB1357, introduced by Assembly Member Quirk-Silva, aims to amend the Education Code to enhance school accountability through the introduction of culminating performance assessments. The bill mandates that the State Board of Education consider adopting regulations by January 1, 2025. The proposed assessments—such as a portfolio, capstone project, or senior exhibition—would serve as indicators for college or career readiness, demonstrating competencies beyond traditional academic achievements. This innovation aligns with ongoing efforts to refine educational standards and improve student preparedness for future endeavors.
The sentiment surrounding AB1357 is generally positive among educational reform advocates who see it as a progressive step towards improving school accountability and better preparing students for their futures. Supporters argue that integrating performance assessments will provide richer data on student learning outcomes, contributing to a more comprehensive understanding of school effectiveness. However, there are concerns about the potential burden it may place on local agencies in terms of resources and the need for adequate support in developing these assessments.
Some notable points of contention include the specifics of how the culminating performance assessments might be developed and evaluated. Discussions have raised questions about the inclusion of soft skills in these assessments and whether such evaluations would meet the diverse needs of students across various local educational agencies. Additionally, there is an ongoing debate about how these changes will be funded and whether the state will adequately reimburse local education agencies for any additional costs associated with implementing these new measures.