Fast facts about the Advantage Framework

Teachers have access to measures of achievement, but not measures of opportunity. 

Measures of opportunity provide useful context for interpreting achievement.

The Cambridge dictionary defines advantage as "a condition giving greater chance at success".

Although students can be described by specific advantages they may have, they are better described by the sum of a range of advantages. 

Just like every student has measures of achievement, every student can have a measure of advantage. 

1. The Advantage framework was intentionally designed to be meaningful to educators and understandable to a wide range of users.
2. Similar to achievement, Advantage is a continuous variable. Continuous variables better represents individual students.
3. The Advantage framework embraces the complexity of students overlapping characteristics.
4. The Advantage framework always includes every student.
5. Advantage does not reinforce harmful stereotypes about group membership (e.g, gender, race/ethnicity, disability status, etc.).
6. Measures of Advantage are generated from actual student data and thus are always relevant to your students.

1. Context when interpreting achievement at the individual, classroom, school, district, or state level.
2. Context for classes. Every class can be described both by the achievement of its students but also by the students' levels of Advantage.
3. As a measure for determining resource allocation.
4. As an indicator for designing and evaluating programs or interventions.
5. A measure for balancing classrooms, schools, and teacher work loads.