We believe that comprehensive, easily accessible reporting of school performance is a necessary element of an effective program of continuous improvement in the delivery of education to our province's children and young adults.
With such a regime in place, parents and students can make rational choices when considering educational alternatives. With a better understanding of where the neighbourhood school stands, the entire community can be mobilized to contribute more productively to its improvement. Teachers can use such a reporting system as the feedback component of a program of continuous improvement in the classroom. Administrators can seek out the advice of those of their colleagues who have experienced particular success in their schools. The Ministry can use educational funding more effectively to promote improvement.
Against these positive and progressive results, are there undesirable consequences from measuring school performance? Will it pit one school against another in a race to excellence? We sincerely hope so. Will it put the spotlight on schools that are not performing to a high standard for whatever reason? Again, we sincerely hope so. Will it shatter the self-esteem of the communities around poorly performing schools? Only, we believe, if that self-esteem is based on delusion. Will it encourage or discourage? We believe that an honest, open appraisal of performance will encourage improvement.
Knowing where we stand, school by school, the citizens of the province will no longer have to take it on faith that our schools are effective--they will have the facts.
Again we thank all of those who took the time to share with us their comments and criticisms. We received many thoughtful and provocative responses that will help us in our own program of continuous improvement. We hope that The 1999 Report Card on British Columbia's Secondary Schools will elicit more ideas.