Naomi Rubin DeVeaux

Vice President for Authorizing and AccountabilityDedicated to the core mission of providing quality schools for all students, regardless of income, race, or learning style, Naomi has focused her career on data-driven decision-making by providing families, school leaders, and policy-makers with transparent and actionable school performance information. To advance this commitment on a national level, Naomi joined the National Charter Schools Institute in the summer of 2019 as the Vice President for Authorizing and Accountability.
A national expert in charter school authorizing, Naomi served as Deputy Director for the DC Public Charter School Board (DCPCSB) where she led the team responsible for charter authorizing, including negotiating charter agreements and holding schools accountable for meeting quality standards.  She and the DCPCSB team developed an innovative suite of monitoring strategies – now used by charter authorizers across the country – which measure school performance, examine non-academic indicators such as attendance and discipline, and evaluate learning based on classroom observations.
Before joining DCPCSB in 2012, Naomi was Deputy Director at DC-based Friends of Choice in Urban Schools (FOCUS). She began her career as a classroom teacher and literacy coach at the SEED Public Charter School, two high schools in California, and as a Fulbright Scholar in Germany. In 2016, Naomi was invited to join the Pahara – Aspen Institute. She is also a member of the National Center for Special Education in Charter schools, and served two terms on the board of Charter Board Partners.
Naomi earned her bachelor’s degree from Reed College, a teaching credential from Chapman University, and a Master in Curriculum and Instruction from California State University, Long Beach.

AAPF19 Session

Alternative Accountability Options for New York City Transfer Schools
Measuring outcomes of transfer schools, that primarily serve students who are over-aged and under-credited, using traditional outcome measures paints an incomplete picture of the academic and developmental impact that these schools have on at-risk students. Traditional evaluative measures also pose difficulty for the schools and their authorizers. These schools receive negative ratings for the graduation rates and high school exit exam participation, resulting in them being labeled “failing schools.” To tell the whole story, this session will feature measures and potential ideas for alternative accountability frameworks that accurately describe the progress of a transfer school’s educational program and will discuss and seek feedback regarding national initiatives such as the “A-GAME” (Advancing Great Authorizing & Modeling Excellence) grant, funded through USDOE CSP dissemination funds, that are bringing authorizers from around the country together to develop exemplars for alternative accountability performance frameworks.

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AAPF18 Session

Keeping Standards High for At-Promise Students in DC: The Story of One Authorizer and Two Schools

All students can learn. Neither authorizers nor schools should lower standards for at-promise students. DC’s authorizer understands the issues facing these youth and continues to raise the bar for academic performance through their Alternative Accountability Framework without squelching new ideas or leaders. Moreover, two schools who have different populations and approaches have seen impressive results with their students. Through an interactive discussion, learn how authorizers and schools can keep standards high even when approaches vary.