Public Policy Sources 29:
Conclusion

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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 Alberta's children and young adults.

With such a regime in place, parents and students can make more informed choices when considering educational alternatives. With a better understanding of where the local school stands, the entire community can be mobilized to contribute more productively to its improvement. Teachers can use such a reporting system as feedback in 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.

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 some reason? Again, we sincerely hope so. Will it shatter the self-esteem of the communities with 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 is one of the only ways to encourage improvement.

As noted above, it is our intention that subsequent editions of The 1999 Report Card on Alberta's High Schools will include more indicators from a greater variety of sources. We invite comment and suggestions from interested readers regarding this or any other aspect of the Report Card. Please contact us via mail to the Secondary Schools Report Card Project, Social Affairs Centre, The Fraser Institute, 4th floor, 1770 Burrard Street, Vancouver, BC, V6J 3G7 or via electronic mail to info@fraserinstitute.ca.

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Last Modified: Tuesday, June 8, 1999.