How Do State Leaders Want to Change the Every Student Succeeds Act?
ESSA is widely criticized, but our new survey shows that most assessment and accountability leaders favor few changes.
Read MoreESSA is widely criticized, but our new survey shows that most assessment and accountability leaders favor few changes.
Read MoreOur annual conference asked an important question: How do we minimize the unintended negative consequences of assessment for individuals and systems?
Read MoreUnderstanding assessment and using it well should be the responsibility of the entire school community, not just its teachers.
Read MoreFew states evaluate their systems to see if they’re working well. We examined one state’s consistency in identifying the right schools for support.
Read MoreTwo California school districts conducted reviews of their required assessments. In the second of a two-part series, we share what they learned.
Read MoreTwo California school districts conducted reviews of their required assessments. In the first of a two-part series, we share what they learned.
Read MoreA debate has roiled for decades about using educational assessments for consequential decisions. We’ll dive into that debate at RILS 2024.
Read MoreThe concept of “strategic abandonment” sheds light on the appropriate uses of commercial interim assessments. Instructional utility isn’t one of them.
Read MoreShifting from an accountability mindset to reciprocal responsibility could transform the way schools, districts and states work toward improvement.
Read MoreDo school accountability systems support effective school improvement practices? If not, where is the system breaking down and how can we fix it?
Read MoreAn important new book from the National Academy of Education can support state and district leaders in building balanced assessment systems.
Read MoreThrough-year and other novel test designs face challenges in peer review. Three changes by the U.S. Department of Education could improve the process.
Read MoreWe must share our knowledge broadly, free of charge, without restriction, to support an important public good: improving outcomes for all students.
Read MoreWe can reduce testing in schools without sacrificing meaningful annual reports on students’ learning.
Read MoreState testing has long been criticized for many reasons. We undertook a study to examine what tradeoffs might be necessary to reduce the footprint of state testing. Here’s a preview of our early findings.
Read MoreIn a bid to jump-start the program, USED expands the IADA. Nearly $22 million is potentially available to support work on new state assessments.
Read MoreIt’s time to create school accountability systems that recognize the unique roles and responsibilities of states, districts and schools.
Read MoreAfter Georgia pulled out of a federal assessment pilot, the state’s testing chief reflects on the policy changes necessary to support real test improvement.
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