Measuring School Performance
Much to the chagrin of some and the applause of others the Fraser Institute has released its Annual Report Card of Elementary Schools in Alberta. This is always a controversial topic, and maybe rightfully so. On the other hand, the release of these rankings certainly gets us talking about education and outcome measurement. I am of the opinion that this is a very fruitful exercise that must be undertaken with caution and put into proper perspective.
Many of the people that oppose these types of rankings also oppose the standardized testing that is required to develop school rankings. While I don’t necessarily agree with this particular view, I do understand their perspective. A critical point of view is warranted if standardized test results are being used as the “be all and end all” of reporting and ranking. They are merely just one piece of a very complex puzzle of evaluation. When it comes to assessment in education we need to ensure that we balance the need to have assessment of learning, for learning and as learning. As such, the Fraser Institute’s Report Card only addresses one piece of the entire picture.
Then, there is the argument that this type of reporting can singlehandedly improve the learning outcomes of our students. That certainly makes a logical leap that I am not very comfortable with, as competition has its contextual barriers. Should we be comparing all schools across the board without being mindful of unique circumstances? Certainly not! I do, however, recognize the value that such independent and standardized ranking provides. We should not accept mediocrity or lower level student outcomes as “acceptable” in any school regardless of its composition, and that is at the very core of public education. A certain level of competition never hurt anyone, and the Fraser Institute’s reporting certainly facilitates this.
If one wants to put this report in perspective they should take the angle that former provincial Cabinet Minister, Dr. Neil Webber, takes. Dr. Webber’s comments put the entire report into context, and that is exactly is what is needed to get the most value out of the rankings. We must use the rankings as a starting point to dig deeper into what is going on in our education system and in our schools. The rankings should not be interpreted as the final answer, but, rather, provide a foundation to ask questions that will lead to a greater understanding of learning and success for each student.
Finally, there is recognition that lower rankings are not the result of a lack of effort or genuine interest. From my time as a School Board Trustee, I can attest that, in ALL of our schools, the effort put in by teachers and staff is never lacking. Some of the best school environments I have seen are not at the top of the rankings. On the same note, we should not be afraid to celebrate and congratulate those schools at the top of the rankings for their academic excellence, like Capitol Hill Elementary School that is located in my constituency of Calgary-North Hill; nor should we be bashful about our commitment to provide the resources needs to those schools at the bottom of the rankings to ensure that each and every student has the opportunity to achieve their own personal excellence and outcomes. All in all, we can celebrate the overall excellence of education in Alberta.
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