ASCD is a strong voice influencing the debate about issues affecting learning, teaching, and leadership. The following ASCD positions relate to Georgia's efforts to improve its schools and better coordinate its curriculum goals.
Low-Performing Schools
The following position was adopted in 2002:
Every student has the right to attend a high-performing school. School performance and resulting “high” or “low” designations must be determined by multiple indicators that extend beyond the use of tests. Identification and intervention strategies should focus on improving, not penalizing, schools. Interventions in “low-performing” schools should include coherent strategies that include understanding each school's unique context, strengths, and needs; ongoing professional development for staff; research-based practices; parent, student, and community involvement; and the necessary financial resources to support school transformations from low-performing to high-performing.
In 2003, ASCD expanded on this position with the following language:
Clear expectations and appropriate support should accompany accountability policies that identify and label schools as low-performing. Before the implementation of rewards, sanctions, penalties, or similar accountability policies, schools need adequate support for
- Professional development that ensures the capacity of teachers to teach all children well.
- Highly qualified teachers in every classroom.
- Data-driven and research-based improvement efforts that focus on raising student achievement.
- Assessment systems that are fair, balanced, and grounded in pedagogy that provides for special-needs, high-poverty, and language-minority students. Such systems should use multiple indicators that inform fair and just educational decisions on behalf of students. This includes taking into account the diversity of students and the need for timely data and formative assessment practices.