Since 2016, DQC has looked at report cards for all 50 states and the District of Columbia and published our analysis in Show Me the Data. We do this because report cards should provide parents and the public with information about the outcomes of students and schools in their state. But if information that helps paint the full picture of student success and school quality is missing, hard to find, or impossible to understand, families are left in the dark. Here are the resources that can help states use report cards as a tool to prioritize continuous improvement.
Show Me the Data 2020
Leaders must prioritize publishing the information that families and communities need and deserve on their report cards. And there is no finish line for this work. State leaders must continuously evaluate whether the tool they have created is meeting the needs of their audiences and providing clear, understandable information about school quality and student progress. DQC’s 2020 review highlights the progress states have made to provide meaningful, easy-to-understand information to families through their report cards and the areas where leaders still have more work to do.
Show Me the Data 2019
2019 is the first year that states should be reporting out the information required by the Every Student Succeeds Act. Prompted by policy change and national attention, states have invested in updating their report cards, and as a result many states have made progress. But even with investments in better report cards, every state must improve.
Show Me the Data 2017
DQC’s 2017 analysis found that the landscape of report cards is much the same—many reports were still hard to find and use. But states have made important progress in the types of information they make available. DQC provided four action steps that states can take to improve report cards right now.
Show Me the Data 2016
DQC conducted a comprehensive review of report cards, looking at the summative, statewide reports for all 50 states and the District of Columbia. Based on our analysis, we reported that states were missing important opportunities to communicate about state education priorities and school quality because reports were hard to find, full of jargon, and missing important data. The findings teed up a conversation among states and partners about how to improve transparency.