I agree that a richer set of measures that capture the full gamut of what society values in student and school success is important. But a perhaps equally important part of the question is how those new measures are used. Our organization, Education Evolving, generally feels the set of measures used as part of a universal statewide accountability system should be relatively limited, with more measures used as part of individual performance agreements between charter schools and their authorizers, and even more measures used internally by schools for benchmarking and to iteratively learn what works and further refine their program. More on all this in this blog I wrote a couple months ago.
Ernie, thanks for the terrific work you and your colleagues have done. You, district & charter educators offer very specific, practical ways to measure progress of students with whom traditional schools have not succeeded: https://www.alternativeaccountabilityforum.org/pace-proceedings.html
Researchers in Chicago use multiple measures to examine how well high schools are doing with their students. https://chalkbeat.org/posts/us/2017/11/26/new-research-takes-a-comprehensive-look-at-charter-high-schools-in-chicago-and-goes-beyond-test-scores/
Great discussion over at Thomas B. Fordham via The Education Gadfly on what graduation means in 2018 and beyond. Petrilli, Green, and Cunningham commentary may come from different perspectives, but they hit at the larger issue of why everything else seems to havbe evolved over the past 100+ years, but not much has changed with education. Appreciate what you shared above from Chicago and especially Ernie Silva.