But I'm going to ask something different: what are the standards that we should expect for any "innovative" project? Here are some down-to-earth ideas that could easily be the standard:
- Development of software for formative assessment should prioritize the fast, frequent, flexible, and simple: see my February 6 entry on periodic assessment for why.
- Local infrastructure standards that minimize the time wasted by teachers and others waiting for software and servers to respond. Right now in one Florida school district, the software/hardware for scheduling students is so horrible that counselors are waiting 30 minutes for the server to process all the tasks for a single student for one semester. The IEP-drafting software for a Florida school district is likewise a good time-waster for special-education teachers, being so modular that almost every operation requires a click and then waiting for the next page. If it wastes teacher time, it should be cut out.
- Evaluation does not mean a single organization collecting and analyzing data. Evaluation with federal dollars should mean collecting data with some quality and then letting a variety of people have access to it.
- Development of longitudinal databases need to be accompanied by auditing mechanisms, not just consistency and sense editing. Hire a data-entry clerk for each school, as Florida does, and you still have a massive editing task by school districts. And even after that, researchers occasionally find data quirks such as 26-year-old first-graders (i.e., birthdate entered wrong). And that doesn't address issues such as marking dropouts as transfers.