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Accountability COVID-19 School Disruption ESSA COVID-19 Response

Rebuilding School Accountability One Step at a Time

The Process of Restarting Accountability Systems Will be Incremental, Not Immediate 

As the COVID-19 pandemic continues to subside in the United States, it may be reasonable to expect some education activities to resume with relatively little delay or difficulty. But the impact to other aspects of the education system is likely more extensive, requiring a period of rebuilding before complete resumption. Such is the case with rebuilding school accountability systems statewide.  

Why School Accountability Activities Will Resume Incrementally Rather Than Immediately  

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Innovative Assessment Educational Assessment ESSA Assessment

Implementing an Innovative State Assessment System While We’re Still Building It: 

Houston, I Think We Might Have a Problem

One definition of insanity is doing the same thing over and over again, and yet expecting different results. Recently, I have been thinking about how this adage applies to innovative state assessment systems—those systems states are developing that offer new ways of measuring student proficiency for use in state accountability systems. I have concluded that one of the reasons that successful innovation in state assessment systems has been so rare is that we continue to ask states to implement innovative assessment systems before the state or the system is ready.

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Accountability ESSA Student Equity School Quality ESEA Reauthorization

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 wherein all states must create an accountability system for identifying schools for support on the basis of a collection of indicators, with the majority of weight given to statewide achievement tests scores. ESSA refers to this requirement as “Annual Meaningful Differentiation” and prescribes the aggregation of information across accountability indicators.

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Innovative Assessment Evaluation ESSA Assessment Accountability Performance Assessment

Keeping up the PACE: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire’s Innovative Assessment System

This is the third in a series of posts by our 2020 summer interns and their mentors based on their project and the assessment and accountability issues they addressed this summer. Alexandra Stone, from the Neag School of Education at the University of Connecticut, worked with Carla Evans on analyses to evaluate the effects on student achievement in the NH PACE program.

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ESSA State Assessment School Disruption COVID-19 Response Assessment Accountability

Dealing with Fallout from COVID-19 School Disruptions: What to do Next in Assessment and Accountability?

States Need to Deal with the Present, Plan for the Future

In late winter-early spring 2020, COVID-19 school disruptions became mainstream across the U.S. States and communities implemented policies for “social distancing,” resulting in students schooling from home, which interrupted state assessment schedules in every state. 

Canceling state assessments and local schooling have implications for several other state policies and programs, ranging from federal school accountability designations to determining how students could earn credits and graduate.

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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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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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educational accountability program evaluation ESSA

The Best Things Come in Threes: Evaluating the Utility of Educational Accountability Systems

Focusing on the Link Between Accountability Identification and Improvement Using a Three-Step Approach

Depending on your slant, you probably have a favorite among the many sayings around the kinds of things that come in threes. Some people focus on the belief that tragedies occur in threes. I prefer to focus on how some of the best things come in threes:

  1. Freud’s id, ego, and superego
  2. The three books in Tolkien’s Lord of the Rings series
  3. The 90s hit teen pop sensation Hanson 

Okay, some might argue with the three Hanson brothers – how about The Jimi Hendrix Experience instead? 

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Innovative Assessment ESSA IADA State Assessment

The Reality of Innovation in Educational Assessment

Part 2 – Innovation in Educational Assessment is Messy and May Have a Different Goal Than Stakeholders Would Like

This post is the follow-up to my previous post discussing the realities of innovation in large-scale educational assessment. In Part 1, I defined innovation as a change that not only improved an existing process or product, but also was found to have solved a problem or meet a need and, therefore, was adopted and used; that is, it changed the way things were done in the field.  

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Innovative Assessment ESSA IADA State Assessment

The Reality Faced by Innovators of Educational Assessments

Part 1 – What Does Innovative Assessment Really Mean, and What Has Recent Assessment Innovation Looked Like?

The Innovative Assessment Demonstration Authority (IADA) provision of the Every Student Succeeds Act (ESSA) ostensibly offers states the flexibility needed to “establish, operate, and evaluate an innovative assessment system” with the goal of using that educational assessment to meet the ESSA academic assessment and statewide accountability system requirements. 

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