Preparing Communications for the Release of School and District Report Cards

By Joe Donovan, Founding Partner, The Donovan Group

On Tuesday, October 5, the Wisconsin Department of Public Instruction released the secure preliminary versions of 2020-21 School and District Report Cards. Here are some things to keep in mind in advance of the public release of the data. 

First, let’s consider some background. Back in the early 2000s, under the federal No Child Left Behind Act, the release of test scores in our state was major news. Every daily newspaper would report on the data. Now, while the data no longer receive the same level of media attention, the report cards create opportunities for school and district leaders to tell their stories. Specifically, the report cards allow leaders to frame the conversation about the data in ways that make sense for their school or district. 

So, where should school and district leaders begin? 

First, make sure to tell your school or district’s story. For example, if the report cards show improvement over time, the school or district can point to what they believe accounts for the improvement. In some cases, this can be a new pedagogical approach, professional development, curriculum or focus on a specific area. Whatever it is, the report cards create an opportunity for the school or district leader to explain it. The same is true if the report cards show areas of needed improvement.

In this way, we always suggest creating a place on the website where the report cards are shared that includes the story behind the numbers, in a narrative. This same language can be used for a news release, giving journalists who report on the data the information they need to tell the whole story about the report cards—and not just what the numbers are. 

With that in mind, what school and district leaders should not do is simply hope for the best and let the media do their thing, especially if the report cards show improvement is needed. 

If the cards are not as good as you had hoped, it is especially important to engage your school board. A one-pager that provides some background on the scores can be shared with the board, along with some questions they may get from community members with corresponding proposed answers. Do not assume that board members will be able to effectively answer questions from community members. Remember, even strong, veteran board members are not experts. School and district leaders are.

Sharing a letter with the district community about the scores, particularly if they are not great, is also a good idea. Again, school and district leaders should control the narrative to the degree they can. Just remember that anything you share with the community should be shared with staff first. 

Speaking of staff, remember that teachers, who are pouring their hearts and souls into the education of our children in these challenging times, may feel like they have been punched in the gut if the numbers reported are not good. Be sure to reach out to them—personally, if possible—to check in. 

Next, there is value for school and district leaders to explain the limitations of the state's data and perhaps point to other measures that tell a more complete story of the district's success. These measures should be aligned with the district's vision/mission and strategic direction.

Again, hoping for the best when the data is released is not a good option.

Finally, keep in mind that one or two data points over two years do not make for a trend. In this way, be disciplined to not make too much over a one-year bump or slump. Relatedly, when it comes to talking about data, school and district leaders should realize they live by the sword or die by the sword as it relates to their comments. They should take a long view of the data and remember that what they say this year will be reviewed next year in light of the new data.

Taken together, the release of the school and district report cards creates an opportunity for all school and district leaders to engage their community not only in the success of their local schools, but also in focusing on efforts to continue to raise the bar to ensure students have the knowledge and skills they will need in an increasingly competitive world.