1What does REMIQS stand for?
Robust and Equitable Measures to Inspire Quality Schools
2What is REMIQS trying to accomplish?
REMIQS is designed to illuminate what better schools do to achieve equity. It aims to identify and investigate a small set of “beat the odds” high schools that demonstrate a consistently higher level of achievement among students from historically marginalized and resilient populations, both in school and in postsecondary education. We will study those high schools to determine what features they establish and approaches they use to promote such outcomes. We will share those findings broadly to inspire other high schools to adopt the features and approaches that have been proven to yield greater equity.
3How did you determine where the “successful, equity-producing schools” were found?
REMIQS determined where equity-producing schools are by blending multiple federal and state data sets that are capable of tracking students’ post-graduation outcomes longitudinally. We took these thousands of data points and put them into a statistical model that predicts how schools will perform based on a host of factors. Then we looked for those schools that far outperformed the model. Finally, we looked at these “exceeds expectations” schools with our Stakeholder Committee, Advisors and funders to develop a set of criteria that determined the final group of schools we will investigate in-depth.
4Where are REMIQS schools located?
We’re studying schools in Arizona, Kentucky, Massachusetts, Texas and Virginia. These states were chosen because their longitudinal student-level data systems met our quantitative study criteria and together they represent significant geographic and population diversity.
5I’ve heard a lot about how tests scores are biased and are a weak predictor of outcomes. So how is REMIQS moving us beyond a reliance on test scores?
We include test scores because they can be helpful indicators in evaluating a school’s relative capacity to promote achievement on tests, and in some states can demonstrate mastery along certain academic standards. However, an over reliance on those scores can lead to strained or even inaccurate conclusions about school quality and students’ postsecondary readiness. The project moves beyond test scores to also include the kind of real-world outcomes that reflect what families, employers and colleges value: college enrollment and graduation, high school graduation, access to advanced coursework in high school, low levels of exclusionary discipline in high school and high levels of attendance.
6How is this effort different from other efforts to find “beat the odds” schools?
REMIQS differs from other efforts in at least one of three fundamental ways:

  1. We are including a more robust set of output and outcome measures than has been used in other studies.
  2. We are combining a field-tested, rigorous quantitative model with a deep qualitative investigation of the schools the model identifies.
  3. We are integrating the expertise and experiences of stakeholders at critical turn-points throughout the project. .
7How are you protecting student privacy?
We have put several steps in place to ensure student privacy is maintained from the beginning and protected throughout. For the quantitative phase, we will neither have access to nor be able to report any information that would identify a single student. We will know students by a unique assigned number that will link to their demographics, performance indicators, and longitudinal outcomes, but we will always analyze those data in large enough groups so no individual student will ever be identifiable. For the in-depth investigations of identified schools, our research team will obtain informed consent from all research participants (students and adults alike) and establish confidentiality protocols and secure data procedures to maintain all participants’ anonymity.
8How are you defining “equity”?
Our definition of equity is the measurable condition whereby schools produce disproportionately positive results among students from historically marginalized and resilient populations. By “disproportionately positive results,” we mean that students from underserved and resilient populations experience equal, greater or more accelerated levels of success than those who typically benefit the most from school.

We are defining “students from marginalized and resilient populations” as those students who identify as Black, Brown, Latino/a, Indigenous, AAPI, have learning differences, are emerging bilinguals, LGBTQAI+, have recently immigrated or are low-income. We define equity in this way to reflect an awareness that “rising tide lifts all boats” approaches have historically preserved opportunity gaps and inequitable distributions of resources that reinforce advantage. Also, by including “resilient” in the above framing, we are seeking to foreground the assets, strengths, funds of knowledge and perseverance such individuals and groups bring to their education and to the schools and communities in which they learn.
9Who are you prioritizing when you say you’re primarily interested in capturing outcomes experienced by “students from marginalized and resilient populations"?
We attempt to be as inclusive as possible in using term such as “historically marginalized,” “vulnerable,” and “traditionally underserved”; but we realize they’re not perfect and they often obscure as much as reveal important distinctions. Generally, however, we will be identifying how well schools serve the students from the following groups (pending the availability of data that allows such groups to be disaggregated): African American, Indigenous, Latino/a, Native Hawaiian, Pacific Islander, AMEMSA, low-income, emerging bilinguals, undocumented, immigrant, refugee, students with disabilities, students with learning differences and students who identify as LGBTQAI+.
10How will you identify what promoted such strong outcomes among students from marginalized groups?

We will spend almost two years observing and analyzing five exceeds expectation schools in five states to understand what makes them successful. The research team will engage with a variety of key stakeholders to reveal the approaches, policies and school features that drive that school’s success with students from marginalized populations. We’ll be gathering and analyzing a host of data, from classroom observations to student and parent surveys, from each school’s history of reforms to their school climate measures, from staffing and budget allocations to how and where students are able to access enrichment and opportunity. The research team will combine and compare their findings to surface key themes and differences across the sites. They will then contrast those findings with those from comparison schools to ensure the factors that drive those schools’ success are distinct to those “beat the odds” schools.
11Who will be part of the Stakeholder Committee? And what does the Stakeholder Committee do?
KnowledgeWorks has convened a national Stakeholder Committee to ensure the project design remains responsive to those who have been least served by public education, both historically and currently. Parents, employers, community leaders, college/university officials and state- and local-level policymakers all have a vested and immediate interest in optimizing our schools—and the marginalized individuals within those groups have a magnified interest.

The Stakeholder Committee supports REMIQS in four main ways:

  1. help select the final list of schools to be investigated
  2. review and revise the methodology we will use to investigate identified schools
  3. help the research teams focus their investigations and make meaning of finding
  4. review and refine public-facing communications to ensure messaging is compelling and targeted.
12What’s the timeline for the REMIQS project?
Winter-Spring 2020 — analyze data from state & federal sources to locate successful schools + regular communications to field to capture progress.

Spring-Summer 2021 — work with Stakeholder Committee and Advisors to select highly successful schools for in-depth case studies + announcements of selected schools and how they were identified.

Academic year 2021-2022 — year 1 of in-depth case studies of highly successful schools across five states + regular updates and insights shared publicly.

Academic year 2022-2023 — year 2 of in-depth case studies of highly successful schools across five states + broad communications campaign to share best practices & policies and accelerate uptake & equity.
13When will you release results?
We plan to release the names of selected schools in fall 2021.
14Where can I find REMIQS materials I can share with others?
Check out the overview page where you’ll find an explanatory video, an infographic and a webinar on the project’s methodology.
15How can I receive updates about REMIQS?
Sign up at the bottom of any page on the site.

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