Consulting
Michael E. Sikes, Ph.D.
Professional Affiliations
American Evaluation Association
The Balanced Scorecard approach to school measurement is based on the understanding that not every value or benefit of a school system can be summarized in Adequate Yearly Progress or other single-numeral indicators. Developed by Kaplan and Norton, it emphasizes four areas of quality measurement, represented by four broad perspectives: the Learning and Growth Perspective, the Business Process Perspective, the Customer Perspective, and the Financial Perspective. While many businesses have adapted this approach, much to their benefit, many public school systems (especially those struggling with NCLB) have been too much under the accountability gun to experiment beyond the one-size-fits-all paradigm of test results. A few have been brave and gone this way. For example, Charlotte-Mecklenburg Schools has a Balanced Scorecard system that is accessible online.
There are many good reasons to follow these pioneers. First, as we know, evaluation drives practice (or as the Cedar Rapids Community School District notes, "what gets measured gets done"). Why not orient our school programs toward the broadest conception of their benefits to communities? A second reason, true of companies and of schools, is that a Balanced Scorecard approach can build sustainability by measuring—and thus revealing—the often hidden dimensions that can make or break an organization's long-term success.
Schools are of considerable benefit to young people, parents, employees, businesses, and communities. When we sell our schools on the basis of test scores alone, we sell them short.
How to begin? Consider how you might develop indicators in each of these three areas:
- Learning and Growth
- Business Process
- Customer
- Financial
Or click to initiate a Balanced Scorecard dialogue.