1. Accountability for High Achievers: Designing a System to Support All Kids 
Michael J. Petrilli
Chester E. Finn, Jr.
Thomas B. Fordham Institute
Mike’s name should be first

2. Failing Our Brightest Kids
The U.S. is doing poorly
Things that hold us back
What other countries are doing
How states’ assessments and accountability systems can help

3. I. The U.S. is doing poorly domestically
Percentage of students at/above NAEP Advanced level, by grade and subject, 2013

4. I. The U.S. is also doing poorly internationally
Average PISA math score and percentage of high scorers, 2012

5. I. The U.S. is doing poorly: Excellence gaps (Poverty, Domestic)
Our lag worsens for kids from disadvantaged backgrounds.
Percentage of students at/above NAEP Advanced level in 8th grade math, by subsidized lunch eligibility, 2005–2013

6. I. The U.S. is doing poorly: Excellence gaps (Race, Domestic)
Percentage of students at/above NAEP Advanced level, 8th grade math, 2003–2013

7. I. The U.S. is doing poorly: Excellence gaps (Socioeconomic, International)
Percentage of students at levels 5 or 6, ESCS top and bottom quartiles, PISA math, 2012
Not essential

8. II. Things holding us back
Maximizing achievement of high-ability kids is not a priority for U.S. education policy. State and federal accountability systems (NCLB and beyond) focused on low-achievers
I changed this one ALYSSA, CAN YOU SPLIT INTO TWO SLIDES? FONT IS TOO SMALL

9. II. Things holding us back, pt. 2
Little incentive for schools to devote resources to students above “proficient”
Additional obstacles:
Weak data
Uneven programs, limited access to them
Disputes over student identification & eligibility
Allegations of “elitism” and “creaming”

10. III. How other countries do it: Some examples
Japan
Selective high schools with exam-based admissions
Singapore
Universal screening in 3rd grade
Separate, full-time gifted classrooms in middle grades
Western Australia
Universal screening in 4th grade
Gifted sections of some high schools—and two gifted-only high schools
Germany
Special sections in some “gymnasia” for high-ability students
Ontario
Gifted education part of special education, with all the benefits and drawbacks of SpEd identification, IEPs, etc.

11. IV. Toward the future: moves the U.S. should make:
Place topic on policy agenda and revive debate about a society that pursues both excellence and equity
Stronger data and better R, D & Evaluation
Post-ESSA: Develop accountability systems that account for growth, not just proficiency, of all students, including high achievers
Adaptive tests that gauge gains at the “high end” & go beyond grade-level content

12. NCLB’s negative impact on strivers
Move to after current slide 9

13. How ESSA Accountability Systems Could Prioritize High Achievers
Measure “academic achievement” via more than proficiency rates – an index, or scale scores.
Use a robust growth measure, and include all students (not just low performers”)
Include “gifted” or “high achieving” students as a reportable subgroup.
Weight growth heavily in schools’ summative grades.

14. Most States Have Work to Do
According to a new analysis by the Center for American progress, just 3 states weight growth more heavily than proficiency rates in their accountability system