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Superintendent Guide 

 

Voces Unidas’ accountability report cards measure how well districts are serving Latino students and families — not just whether plans exist, but whether outcomes improve. Below are the categories, criteria, and the standards of excellence we use to evaluate.

 

1. Quality of Education

a. Student Performance (Current Outcomes)

• Latino students achieve at levels comparable to their White peers in ELA, math, and science, not just in isolated schools or programs.

• Gaps narrow consistently each year, showing sustained progress, not temporary fluctuations.

• Latino students graduate college- and career-ready, demonstrated by SAT/PSAT scores, AP/IB access and success, and postsecondary enrollment.

b. Progress Over Time (Three-year trend)

• Progress is measured over a three-year trend — not one-off gains — to determine if growth is real and consistent.

• Achievement gaps in ELA, math, and science close at a pace that would eliminate them within a reasonable timeframe, not over decades.

• Data and progress reports are shared transparently with families and the community, not buried in aggregate averages.

c. Vision to Eliminate Gaps

• District leaders commit to a bold, time-bound plan to close persistent gaps, with clear benchmarks for success.

• Goals are communicated with urgency, with the superintendent and board publicly accountable for meeting them.

• Plans are backed by resources, progress monitoring, and course correction — not just aspirational statements or vague initiatives.

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2. Human Capital

a. Leadership with Expertise in Closing Gaps

• All leaders directly responsible for outcomes have a proven record of improving student performance, not just managing operations.

• Leaders are hired or promoted specifically for their skills in equity-driven reforms and closing achievement gaps.

• Professional development is ongoing and tied to cultural responsiveness, bilingual/dual-language best practices, and data-driven accountability.

b. Leadership that Reflects Student Population

• School and district leadership demographics mirror the student population, including principals and administrators.

• Latino leaders are placed in key decision-making positions — not token roles — to influence policy, instruction, and resources.

c. Vision to Strengthen Human Capital

• A concrete pipeline to recruit, mentor, and retain Latino educators and administrators is in place.

• District builds partnerships with universities, alternative licensure programs, and leadership academies to diversify leadership.

• Accountability metrics are tracked annually, ensuring progress in building a workforce that reflects the student body.

 

3. Parent Power

a. Parents Involved in Decision-Making

• Latino parents hold real influence on principal hiring committees, school budget decisions, academic program planning, district budget allocation, and district accountability committees.

• Parent voices are binding or carry measurable influence — not token advisory roles or “input sessions” that lack impact.

b. Parent Leadership Development

• District invests in structured training programs that build Latino parents’ skills in governance, budgeting, policy, and advocacy.

• Clear pathways exist for parents to move into district-level committees, PTO leadership, and even school board roles, ensuring families become decision-makers.

c. Vision to Transform Parent Power

• District leaders commit to shifting power to families, not just delivering direct services. Charity is not parent power; volunteering is not decision-making.

• Investments are made in long-term capacity-building so Latino families co-lead alongside administrators and board members in shaping schools.

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4. Governance & Leadership

a. School Board Governance

• Board policies include specific, measurable equity outcomes tied to Latino student achievement.

• Public accountability is enforced — when goals are not met, the board requires corrective action and consequences.

• Decision-making and budgeting processes are transparent, with equity priorities regularly reviewed in public sessions.

b. Superintendent Leadership

• Superintendent has a past or actual record of eliminating achievement gaps, regardless of whether they come from a traditional or non-traditional background.

• Superintendent takes urgent and bold corrective action when Latino students are not making progress — refusing to accept slow or incremental change and demanding results within a reasonable timeframe.

• Latino achievement is explicitly prioritized in district goals, and principals and administrators are held accountable for meeting those targets through evaluations, contracts, and performance reviews.

c. Strategic Direction

• District plans are bold, measurable, and urgent — designed to eliminate gaps within a reasonable timeframe, not decades.

• Budgets and staffing reflect these priorities; resources follow the need, not the status quo.

• Progress is monitored annually and reported publicly, with gaps and successes openly shared with families.

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Grading Scale Summary

• F — Unacceptable. Ineffective. No bueno.

• D — Plans and promises exist, but little to no meaningful results. Leadership lacks boldness, urgency, and accountability.

• C — Noticeable effort and some gains, but inconsistent or far too slow to close gaps. Leadership shows willingness to double down and accelerate.

• B — Clear evidence of improvement. Effective strategies are working, and gaps are closing at a pace that could eliminate them. Strong, focused leadership and governance.

• A — No gaps. Latino students are thriving at high levels, with equity embedded in leadership, decision-making, and outcomes.