The Center for Assessment’s COVID-19 Response Resources
State and district leaders are facing multiple concerns in response to widespread and potential long-term school closures due to the growing threat of COVID-19. The concerns are broad and consequential. We launched this page to help you efficiently find the resources you need during these uncertain times.
Charlie DePascale February 14, 2019
Alignment turns 25 this year. Happy Birthday, Alignment! Alignment burst onto the K-12 assessment landscape with the Improving America’s Schools Act (IASA) – the 1994 reauthorization of ESEA. Among other Title 1 requirements, IASA required states to develop “assessments aligned to challenging content and performance standards.”
Jeri Thompson January 24, 2019
State and district leaders are increasingly interested in implementing balanced systems of assessment, in large part to improve the instructional utility of assessment scores.
Chris Domaleski January 7, 2019
Alternative high schools serve a vital role in improving outcomes for students, particularly for those students who are most at risk.
While there isn’t a uniform definition for “alternative,” the term typically describes a school that primarily serves students who have not been successful in a traditional environment. Alternative high schools often receive students with cumulative academic deficits and take on the vital work of helping students prepare for opportunities after high school.
How Effective are Alternative High Schools?
Scott Marion December 28, 2018
The Center for Assessment celebrated its 20th anniversary in September with many long-time friends, and the celebration was highlighted by our 20th Reidy Interactive Lecture Series (RILS) where Center professionals reflected on the past and offered a vision for the future.
Carla M. Evans December 18, 2018
The Maine legislature passed a proficiency-based (also known elsewhere as competency-based or mastery-based) graduation requirement in 2012, which was recently repealed before it was implemented.
The repeal prompts us to ask several questions: What went wrong with Maine’s proficiency-based diploma initiative that prompted its repeal? What lessons can be learned to help other states implementing similar policies or pursuing similar initiatives? What can help mitigate some of the concerns that led to the repeal?
Juan D’Brot December 6, 2018
When I last discussed the need for program evaluation to support accountability implementation, I used the unwelcome issue of car trouble to frame the need for evaluation when designing, developing, and implementing accountability systems. Now, with temperatures dropping as we move through fall, I want to reference a pleasing summer activity–outdoor grilling–to differentiate between formative and summative evaluation.
New & Noteworthy
Recent Centerline Blog Posts
Chris Domaleski April 7, 2020
For those hoping for minimal disruption to ESSA school accountability, I have bad news and more bad news.
The bad news is that school accountability as we know it is entirely offline for 2020. Before the calendar even flipped to April, the U.S. Department of Education granted waivers to all 50 states, D.C., Puerto Rico, and the Bureau of Indian Education.
Will Scarbrough April 6, 2020
City Year is an American education nonprofit organization founded in 1988 and dedicated to helping students and schools succeed. The organization partners with public schools in 29 high-need communities across the U.S. and through international affiliates. The Center for Assessment has been partnering with City Year for several months to help increase the assessment knowledge and skills of City Year staff. We’ve had the privilege of working with Will Scarbrough, the head of Student Analytics for City Year, on this project.
Brian Gong April 2, 2020
This is the final installment in a three-part series on the future of large-scale state assessment and accountability. Of course, it is impossible to know the future, but forecasts for educational assessment can be informed by examining what has shaped state assessment and accountability in the past.