We’re committed to helping states and school districts design and implement assessment and accountability systems that support meaningful educational outcomes and student achievement.
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We help states and school districts design assessments and assessment systems that meet technical and policy goals to support student learning and for other critical uses.
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We’re a leader in designing and implementing accountability systems for states and school districts to meet key federal and state requirements that also support continuous improvement efforts.
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We help state and district education leaders design, implement, and evaluate assessment and accountability practices to improve student learning and increase equity in important educational experiences and outcomes.
The last few years have produced a groundswell of interest in improving our school accountability systems. Some suggest it’s necessary to fine-tune current practices.
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Prestigious panel chooses 18 new members for their expertise in education research and policy The National Academy of Education announced today that 18 exceptional education leaders and scholars are e…
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Through-year assessment is enjoying a surge of attention and more than a dozen states are designing, piloting, or implementing versions of this assessment model to replace their current end-of-year su…
Read MoreReflecting on and Improving Accountability Systems: Promises and Challenges Agenda Thursday, September 21st TimeTopic9:00amWelcome and Introduction to RILSScott Marion, Center for Assessment9:15amWhat…
Pressure to improve our school accountability systems is mounting.
The last few years have produced a groundswell of interest in improving our school accountability systems.
Systems work best when they’re shaped by authentic input from the people they serve, but states and districts make key mistakes in gathering feedback.
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We can and should build simpler systems. The trick is striking the right balance between complexity and simplicity.
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How my bicycle paceline taught me the seven things teachers need most in their professional learning communities.
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