Strengthening Ties Between Accountability and School Improvement
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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Promoting Equity Through Accountability System Design
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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Reframing Accountability: Build Closer Connections Between School Identification and School Improvement
States can better support school improvement by building stronger connections between accountability design and school improvement.
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Accountability Systems Must Offer More Than School Grades
School accountability systems encompass more than what is reflected in school grading systems, which can skew how school quality is seen.
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Connecting Evaluation Principles to Improvement Science
Improvement science can address educational issues, but only with program evaluation can its efficacy in improving outcomes be measured.
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Recovery, Stabilization, or Continued Decline as We Emerge from the Pandemic
Assessment results in 2022 can tell us a lot about where learning stands, but only if presented correctly for accurate comparisons.
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Assessment and Accountability to Monitor and Support Learning Recovery
The 2022 Reidy Interactive Lecture Series will focus on learning recovery post-COVID and the role of assessment and accountability.
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What’s in a Name? Sometimes, Quite a Bit
Considering the Effects of COVID-19 Disruptions on Identifying Schools for Supports Under ESSA Following a two-year hiatus, states must restart their school accountability systems required under ESSA and identify schools […]
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Addressing the Problem With Problems (Part 2)
How Can Education Agencies Construct Clear and Well-Defined Problem Statements? In Part 1 we addressed the problem with trying to rush forward with silver bullet solutions that gloss over clear […]
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Addressing the Problem With Problems (Part 1)
Searching for Solutions to the Challenges of Education Policy and Practice As H.L. Mencken stated, “For every complex problem there is an answer that is clear, simple, and wrong.” […]
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It’s Déjà vu All Over Again: Revisiting Assessment Recommendations With an Eye on Learning Acceleration
A Need to Support Learning Acceleration in School Year 2021-2022 I was asked recently if the Center was producing assessment recommendations for back-to-school this fall. My first reaction was, “wait, […]
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Making Use of Missing Data to Plan Interventions for Recovery
Part 2: The Practical Implications of COVID-19 Learning Loss Studies It has been a year since COVID-19 made it impossible for states to administer state assessment programs last spring. Since […]
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Letting Go of Labels in School Accountability Systems
How the Next ESEA Reauthorization Can Improve Federal Accountability Requirements The Every Student Succeeds Act (ESSA), which is the current reauthorization of the Elementary and Secondary Education Act (ESEA), contains federal accountability requirements […]
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Carpe Diem: Evolving Education After COVID-19
How a Much-Needed Transformation to Teaching and Learning Can Emerge From the COVID-19 Crisis Graduates today, more than ever, will need to navigate the economic shifts resulting from the COVID-19 […]
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School Improvement is Hard! How Can Educational Assessment and Accountability Systems Help?
Building a Better Theory of Action to Enhance the Utility of Assessment and Accountability Systems How do schools improve? More importantly, how can school improvement be sustained over time and […]
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Is Our Work in Educational Assessment and Accountability Helping to Improve Student Learning and the Student Experience?
Applying Maslow’s Hierarchy of Needs to Work Through Career-Life Crises and Better Understand What Actions Support Student Outcomes As 2019 drew to a close I had the chance to reflect […]
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Improving Equity: Understanding State Identification Systems under ESSA
Creating a Framework to Help Describe Differences in How States Identify Schools for Support and Improvement This is the second in a series of CenterLine posts by our 2019 summer interns and […]
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