This paper explores the potential opportunities and risks of several assessment options that could be available with more federal flexibility.
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To improve school accountability, we must confront and change the faulty assumptions that undergird the system. This paper provides a new framing.
This brief describes discusses the types of contract language necessary for states using AI in statewide assessment systems.
These two guides can help state and district leaders plan, implement, monitor and improve high school badging systems.
This document provides guidance for education leaders in developing a communication plan when there are changes to statewide assessments.
This paper provides guidance to support small changes that could help raise the salience of civic goals and generate data to monitor progress.
An exploration of the potential of AI, especially generative AI, in key stages of the educational assessment life cycle.
A practical guidebook, webinar and slides for states and districts working to implement balanced assessment systems.
The Center responds to the Senate HELP Committee’s request for information on academic growth models.
A conceptual framework and implementation guidance that can help states examine and understand student performance data.
A collection of presentations on what it takes to implement balanced assessment systems, from the Center’s 2025 conference.
Education leaders need new strategies to protect their data and use it effectively, since moves by the Trump administration threaten their access to the data that supports good decision-making.
New Hampshire set out to evaluate the degree to which its school accountability system worked as intended. This report describes the findings.
States should continue to implement high-quality school accountability systems, regardless of the level or nature of federal oversight.
States should keep giving statewide tests even if the Trump administration stops enforcing federal assessment laws.
Nearly all states use a measure of student longitudinal growth in accountability. But how should states decide which growth model to use?
Students need 21st century competencies to succeed in school, work and civic life. But assessing those competencies is challenging.
Student agency is a crucial skill, but schools struggle to teach and assess it. This review explores its assessment implications.