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 in order to improve student learning and increase equity in important educational experiences and outcomes.
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…
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I’m Scott Marion, Executive Director of the Center, and I’m pleased to be herewith our Board chair, Henry Braun, and Senior Associate, Damian Betebenner.
Read MoreThe District Assessment Procurement Protocol (DAPP) is designed to support school district leaders as they select high-quality assessment products that serve the specific information needs of their di…
The District Assessment Design Toolkit is designed to help district and school leaders review their ecosystem of assessments in a systematic way.
More than a dozen states are exploring or piloting through-year assessments to replace their current end-of-year summative test for accountability.
States must reconsider their content standards, assessments, and testing practices to keep up with two important trends in college- and career-readiness.
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The federal innovative assessment pilot has hobbled the testing improvements it aimed to promote. We can change that by rethinking test comparability.
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There are striking disconnects in our work that can affect the impact our field can have on K-12 learning, educational measurement, and accountability.
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