Education System Health
Statewide Indicators of Educational System Health
Indicator Spotlight: Exclusionary Discipline
In 2016, the Board for the first time recommended tracking discipline as an indicator of overall educational system health. This indicator focuses on the lost educational opportunity caused by exclusionary discipline practices, which likely contributes to opportunity and achievement gaps. See pages 13 and 30 in the full report for details on this indicator and its importance.
2016 Report on the Statewide Indicators of Educational System Health
Our 2016 report shows that while Washington is improving on most key education performance indicators, the rate of improvement is not enough to achieve the ambitious goals the state has set for its students. It is appropriate to acknowledge the incremental successes we have achieved, but also important to retain a sense of urgency about the size and scope of our achievement and opportunity gaps, which present as early as age five, and persist in the data to age 25 and beyond. The Board has recommended a series of investments and reforms to address the areas where we have fallen short in our goals. Those recommendations include expanding access to high-quality early childhood education, expanding and funding professional learning for teachers, increasing access to high-quality expanded learning opportunities, and expanding supports and services that prepare students for postsecondary opportunities.
- The 2016 Briefing (5 pages)
- Read the executive summary
- Key charts from the report
- Click here or on the report image for the full report.
- Expand access to high-quality early childhood education. This reform is intended to improve student achievement in kindergarten readiness and third grade literacy.
- Expand and fully fund high-quality professional learning for educators. This reform is intended to improve student achievement in kindergarten readiness, 3rd grade literacy, 8th grade high school readiness, and high school graduation.
- Increase access to high-quality expanded learning opportunities. This reform is intended to improve student achievement in 3rd grade literacy, 8th grade high school readiness, and high school graduation.
- Expand supports and services that prepare students for postsecondary opportunities. This reform is intended to improve high school graduation and post-secondary readiness.
Board Reports on the Indicators
Background on the Indicators
In 2013, the Legislature passed Senate Bill 5491, which pertains to the establishment of goals for our educational system. The law uses the term “statewide indicators of educational health” to describe the metrics upon which system goals will be set. The law requires the SBE to identify realistic but challenging system-wide performance goals and measurements with assistance from the Office of Superintendent of Public Instruction, the Workforce Training and Education Coordinating Board, the Educational Opportunity Gap Oversight and Accountability Committee, and the Student Achievement Council.
The law further states that if the educational system is not on target to meet the performance goals on any individual indicator, the report must recommend evidence-based reforms intended to improve student achievement in that area. The law required the Board to establish initial system goals in 2013, and issue a report every other year (even-numbered years) on the status of those goals.