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Chris Domaleski

Assessment Test-based Accountability

Improving accountability: Where do we go from here?

How Can We Better Leverage Accountability Systems to Improve Student Outcomes?

By Chris Domaleski, Damian Betebenner, and Susan Lyons

In recent years, assessment and accountability have become charged terms to many. In fact, school accountability systems, influenced by results from standardized achievement tests, are among the most contentious aspects of contemporary education policy. 

But how did we get here–and where do we go? This ambitious topic is one of several we are poised to tackle at the Center’s annual Reidy Interactive Lecture Series (RILS) on September 27-28, 2018. 

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Accountability Standard Setting

When it Comes to School Ratings, Meaning Matters

What’s in a Grade, Anyway?

Letter grades are a popular way to describe performance. I’m referring to those same letter grades you received in school - A to F.  We all know that the coveted A is “superb,” and an F warns that performance is completely deficient. What’s a C?  Perhaps it is used to communicate “good enough” (but not great), or possibly it means “average.” Should we worry that those are often two different things?  

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