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Chris Domaleski

Educational Assessment Accountability School Disruption Assessment RILS COVID-19 Response

Reflections from RILS 2020: Charting a Course in Uncertain Times   

To some extent, trying to address the many challenges that the pandemic presents for K-12 education has been like steering a ship in a storm without the benefit of the ability to predict the storm’s duration or path with any confidence.

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School Disruption Educational Assessment Accountability RILS Center Updates COVID-19 Response

Meeting the Moment: A Novel Format for RILS to Address Implications of the COVID-19 Pandemic

The Reidy Interactive Lecture Series (RILS) is one of the highlights for Center associates and our colleagues each year. It’s always a treat to convene in Portsmouth, New Hampshire; a great setting to appreciate the beauty of autumn in New England. What has made RILS special each fall since 1999, however, is the opportunity for a diverse group of participants to discuss timely and important topics in assessment and accountability.

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Educational Assessment School Disruption Accountability State Assessment Assessment COVID-19 Response

The Future of Statewide Summative Tests: Avoid False Dichotomies

Currently, three states have publicly announced their intention to pursue a waiver from federal testing requirements for the 2020-2021 academic year. In a few other states, there appears to be movement in that direction. It’s not clear at this time if these requests will be limited to a small group of states or if recent developments are the front edge of a big wave.

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ESSA School Disruption Accountability School Improvement COVID-19 Response

The Outlook for ESSA School Accountability After COVID-19

A Return to the Status Quo is Unlikely and That’s Just Fine

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.  

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COVID-19 Response Assessment Accountability School Disruption

School Disruption Due to COVID-19

A High-Level Overview of Likely Implications and Options for Assessment and Accountability

Like many of you, I’m closely following the news of the growing threat associated with the COVID-19 virus. Obviously, it is a difficult time for many and my primary thoughts are with those whose health or welfare are directly affected.  

During this time, education leaders are grappling with tough decisions regarding whether to close schools or suspend activities. These decisions have many wide-ranging implications, and one such implication we’re focused on at the Center is the short- and long-term impact to assessment and accountability systems. 

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Educational Assessment ESSA Balanced Assessment Systems Assessment

Reflections on Large-Scale State Assessment in the Twenty-Tens: What Have We Learned and What’s Ahead?

Looking Back at a Transformative Decade in Educational Assessment

In considering a decade of large-scale state assessment, I’m reminded of a moment in June 2010. while attending the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA) in Detroit, Michigan, I was part of a crowd gathered in the hotel lounge watching the U.S. Men’s National  Team (USMNT) play a World Cup soccer match against Algeria.  

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Assessment Use of Assessment Results Interim Assessment RILS

How Do We Improve Interim Assessment?  

Reflections From the 2019 Reidy Interactive Lecture Series (RILS) Conference

In the seacoast region of New Hampshire, we are enjoying the kind of crisp early autumn temps that might call for a light sweater, and the foliage reveals just a hint of the color that draws ‘leaf peepers’ to the region each year. But it wasn’t just the postcard-perfect scene that drew more than 80 education and assessment leaders from around the country to Portsmouth on September 26-27, 2019. The Center’s annual Reidy Interactive Lecture Series (RILS) offered an opportunity for those assembled to learn and contribute ide

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Accountability Assessment Education Policy

Understanding Nominal and Effective Weights in School Accountability Systems

Weights Assigned to Indicators May Not Reflect Their Actual Contribution to Final Scores

States give a lot of weight to the weights given to the indicators in their accountability systems. Decisions such as whether Achievement and Growth should count equally, and how much impact the School Quality and School Success indicator should have on a school’s final rating, can be quite difficult to make–and even more difficult to communicate effectively to local educators and other stakeholders. All too often, however, the weights states assign to indicators don't reflect the actual influence each indicator has on a school’s composite score and accountability rating.

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Assessment Systems

Rethinking Accountability for Alternative High Schools 

The Problems with Applying Traditional Performance Ratings to Alternative Schools 

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?

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Assessment Assessment Systems

How RILS Helps Define a Path Forward for Educational Assessment and Accountability

A Vision for More Effective Practices in the Future

This post is one of several recapping the Reidy Interactive Lecture Series (RILS), which the Center for Assessment held on September 27-28, 2018. This event marked the Center’s 20th anniversary, and we took advantage of the milestone to reflect on the past and look ahead to the future. In particular, we wanted to take an honest look at what we’ve learned over the years and leverage these lessons to create a vision for more effective assessment and accountability practices in the future.

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