Why is the REMIQS (pronounced “re-mix”) project needed?
- Equity is often under-prioritized and under-theorized in school evaluation models
- Exclusionary practices limit who gets to decide about what data are gathered and how they
are interpreted - Overreliance on test scores to evaluate school quality
- Families, colleges, employers, and communities value a wider range of school outcomes
- School quality measures are used too often to highlight problems and discipline schools/educators rather than locate, study, and celebrate bright spots
- Deficit models persist in how we assess schools’ capacity to build on the assets of and overcome systemic oppression experienced by marginalized student population
- Public-facing communications about the purpose and design of school quality measures lack necessary appeal, reach, and responsiveness
- States and districts need help in understanding what data to gather, how to analyze it, and which forms of outreach will generate the public desire for change
- Bringing promising practice and policies to scale first depends on knowing which ones are most impactful and for whom