Vision-Aligned Student Outcomes
An Evolving Repository of Tools for Measuring Student Outcomes
This set of resources for defining and measuring student progress has been designed for programs and educators in the Teach For All network that are committed to helping their students on an enduring path to self-determined opportunity and leadership. We know that the landscape and political climate surrounding student outcomes is complex. We also draw strength from our shared commitment to know, with confidence, that our students are on an enduring path towards expanded opportunities in education, employment, health and all other important aspects of life.
This repository contains a (growing) list of resources created by global organizations. We believe each provides a nuanced perspective on of student outcomes that stretches beyond the typical range of traditional test scores.
This is a work in progress; most of its current resources are in English and from the North American context. With your partnership, we will expand its offerings and inclusivity.
After studying transformational classrooms in our network, we’ve identified meaningful patterns in the outcomes that teachers and students value. From these patterns we’ve distilled a working draft of an organizing framework along with a series of critical mirror questions that, we hope, will help inform your choices on how you use the resources contained in this Repository. While these lenses continue to evolve, we’ve mapped each resource against the organizing framework PADA, which stands for:
- Proficiency - Academic and career-oriented knowledge and skills that open doorways of opportunity
[Reading, writing, STEM, critical thinking, problem solving, aesthetic appeal, artistic curiosity, creative expression]
- Awareness - Understanding of social, political, and cultural context in which students learn and grow and unlearning the majority narrative
[Personal and cultural identity and assets, systemic injustices, etc.]
- Dispositions - Skills that are predictors for success in school and later in life and tricks that make this complex world easier to navigate
[Managing self, managing self in relation to others, innovation and pursuit of goals]
- Agency - Taking charge of one’s learning and being a part of collective action towards an aligned vision
[Metacognition of learning, belief in self to change life’s trajectory, impact action on peers as well as community]
In isolating and defining each element of PADA, we recognize the risk that they be construed as four separate groups rather than one holistic set of interrelated ideas. In practice, these lenses can’t be separated from each other; student growth in one area is near always dependent upon growth in another.
The PADA framework is not representative of any single classroom’s approach, but is a distillation of the patterns in the ways our most transformational teachers seek to hold themselves accountable. They represent our North Star. But this North Star can’t be insulated from its broader educational context; one that may not necessarily value these outcomes and may constantly push against them in an effort towards retaining the status quo.
Invitation to Collaborate
We hope that this collection helps you cut through the noise to identify vision-aligned resources for measuring student outcomes. We hope you will help us grow the Repository by identifying additional resources, sharing any translations you create of any resources, and keeping in touch to let us know what is, and isn’t, working.
Lastly, we would just like to add that not everything that counts can be counted, and that everything that can be counted, doesn’t always count.