More states are implementing accountability systems, each hoping for real improvements in student achievement. However, good intentions can often be derailed if states establish the wrong criteria for "quality" or "improvement," if they set the bar too high or too low, or if they fail to provide support for identified schools. Professionals in the field need concrete technical guidelines to address these issues.
Defining the Correct Criteria for "Quality" or "Improvement"
Richard Hill, Center for Assessment
How much improvement is possible?
Brian Gong & Richard Tappan, Center for Assessment
Providing assistance to schools that need it
Bill Schafer, University of Maryland