D.C. plans to conduct an annual resource equity review.


It will review access to experienced teachers, per-pupil expenditures, access to advanced coursework, pre-k programs, and specialized instructional support. Data will be updated and shared publicly at least every three years. There is no articulated plan to adjust resource inequity — it simply commits to conducting the review and sharing the data. Additionally, the data should be shared annually rather than on a three-year cycle.


D.C.’s plan lacks processes for stakeholder feedback, review, and adjustment.


D.C.’s plan does not describe a process for providing regular feedback to stakeholders, or to review and possibly modify the plan as implementation is underway. A cycle of feedback, review, and adjustment is also not detailed for school-improvement. There is no mention of public reporting of results on the accountability framework or other metrics beyond accountability.


New Mexico


New Mexico outlines a number of ways it has and will continue to engage stakeholders on key aspects of its implementation efforts. For example, it will be adding science as an indicator in its accountability system in response to stakeholder feedback, and it will continue to gather input as it considers revising their “Opportunity-to-Learn” survey, both of which will go into effect in the 2018-19 school year.” New Mexico’s “Return Tour” across the state will present an overview of the submitted plan, how it changed in response to initial stakeholder feedback, and how the state will implement the plan going forward.



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