Moving Education From Accountability to Shared Responsibility
Shifting from an accountability mindset to reciprocal responsibility could transform the way schools, districts and states work toward improvement.
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Shifting from an accountability mindset to reciprocal responsibility could transform the way schools, districts and states work toward improvement.
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Do school accountability systems support effective school improvement practices? If not, where is the system breaking down and how can we fix it?
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Our associates are giving many fascinating presentations at the assessment field’s two big spring conferences, NCME and AERA. Here’s a quick rundown.
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States complain that ESSA bars them from getting the accountability systems they really want. We present three examples of systems that show otherwise.
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2023 was a busy year for assessment and accountability. Scott Marion recaps the year’s key issues and looks ahead to questions that loom large for 2024.
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In this three-part series, we explore key aspects of system design that need to be properly balanced. In this last post, we explore formative vs. summative feedback.
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In this three-part series, we explore key aspects of school accountability design that need to be properly balanced. In Part 2, we examine precision vs. actionability.
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In this three-part series, we explore key aspects of school accountability design that need to be properly balanced. In Part 1, we examine simplicity vs. complexity.
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States can have the school accountability systems they value by minimizing the footprint of the Every Student Succeeds Act.
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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 build simpler systems. The trick is striking the right balance between complexity and simplicity.
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It’s time to create school accountability systems that recognize the unique roles and responsibilities of states, districts and schools.
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We don’t refute calls for more sweeping reform, but we must take swift action to make school accountability work better right now.
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States can use accountability system design as a lever for equity in student outcomes and opportunities, but 5 common barriers get in the way.
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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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Those who promote using performance assessment for accountability may want to stop and consider exactly what they want to argue for.
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Advances in artificial intelligence are transforming assessment and accountability. We explore the risks and opportunities of AI in 10 areas of K-12 work.
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Federal regulations limit states’ innovations in assessment. More substantial innovation can happen only with more flexibility in accountability.
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