10 Evidence-Based Policies and Practices for Assessment

The Meadows Center at the University of Texas at Austin has released a piece outlining 10 evidence-based policies and practices for high-quality assessment in schools, along with the research supporting them. These policies/practices include the following: School leadership ensures that teachers have a shared understanding of the curriculum and standards across the grades. Schools use Read more about 10 Evidence-Based Policies and Practices for Assessment[…]

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School Districts where Students Learn Most

New data from researchers at Stanford, based on some 300 million elementary-school test scores across more than 11,000 school districts, reveals the school districts where children are showing the most growth. The results do not follow conventional wisdom. Districts with high growth are scattered across the country, in contrast with sharp geographic divisions on proficiency Read more about School Districts where Students Learn Most[…]

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The ‘A’ Word: Accountability – The Dirty Word of Today’s Education Reform

Throughout this year, the Bush Institute has interviewed education leaders at length about what school accountability means to them. The result is the launch of The “A” Word: Accountability–The Dirty Word of Education Reform. Throughout this interview series, recognized leaders identify why accountability practices matter and how they have used them. They also provide an Read more about The ‘A’ Word: Accountability – The Dirty Word of Today’s Education Reform[…]

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Performance Assessment: Fostering the Learning of Teachers and Students (update)

Against a backdrop of the opportunities provided by the Every Student Succeeds Act (ESSA) and the challenges for education posed by the new federal administration, the Annenberg Institute for School Report has released an issue of Voices in Urban Education (VUE) and an online supplement that proposes performance assessment as a personalized and rigorous alternative Read more about Performance Assessment: Fostering the Learning of Teachers and Students (update)[…]

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90% of Parents Think Their Kids Are on Track in Math & Reading

There is a communication gap that creates a significant disconnect in how parents think their children are doing in school versus reality. In its second national survey, Learning Heroes found that 9 in 10 parents think their children are performing at or above grade level in math and reading — but results from the National Read more about 90% of Parents Think Their Kids Are on Track in Math & Reading[…]

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Performance Assessment: Fostering the Learning of Teachers and Students

The Annenberg Institute’s new issue of VUE, Performance Assessment: Fostering the Learning of Teachers and Students proposes an alternative to standardized testing, based on a performance assessment approach, which is personalized and rigorous, and improves teaching and learning – thereby benefiting both students and teachers. Against a backdrop of the opportunities provided by the Every Read more about Performance Assessment: Fostering the Learning of Teachers and Students[…]

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Supporting High-Quality State Assessments

Tests are one important tool state and education leaders, teachers and parents rely on to help schools ensure students are on track for learning what they need for success. Tests signal the knowledge and skills that are deemed most important, show how schools and students are progressing, and help identify where to direct resources so Read more about Supporting High-Quality State Assessments[…]

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Early Results in California’s CORE Districts

As states and districts work to develop new accountability systems under the Every Student Succeeds Act, six California districts who received federal waivers under the Obama administration are getting the first hints of how more holistic accountability systems might work. Researchers and district officials discussed the first evaluations of the California Office to Reform Education, Read more about Early Results in California’s CORE Districts[…]

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How State Assessments Can Foster 21st Century Learning

The Every Student Succeeds Act (ESSA) opens up new possibilities for more meaningful approaches to assessing student learning and teacher and school success. The law broadens the concept of student learning, requiring that assessments measure “higher order thinking skills and understanding,” and explicitly allowing the use of multiple assessments – including “portfolios, projects, or extended-performance Read more about How State Assessments Can Foster 21st Century Learning[…]

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Five Key Trends in U.S. Student Performance

In 15 years of increasing average test scores, black-white and Hispanic-white student achievement gaps continue to close, and Asian students are pulling away from whites in both math and reading achievement. For the improving groups, these long-term trends may be a major educational success story. In stark contrast, Hispanic and Asian students who are English Read more about Five Key Trends in U.S. Student Performance[…]

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The Fog of “College Readiness”

Chester E. Finn, Jr., distinguished senior fellow and president emeritus at the Thomas B. Fordham Foundation, recently reflected on the illusion of college readiness for National Affairs. Excerpts from his piece appear below: Our K-12 education system has a transparency problem, and our higher-education system is complicit. While some American parents have a decent sense Read more about The Fog of “College Readiness”[…]

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PARCC Resources for 2017 Assessment Preparation

With the spring 2017 PARCC administration season set to begin in March, the consortium has made a wealth of resources available to help parents, teachers, and students all prepare for this year’s testing. Over the past two years, more than 1,300 authentic released items from PARCC assessments have been published on the Partnership Resource Center Read more about PARCC Resources for 2017 Assessment Preparation[…]

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Multiple Measures Done Right: The 7 Principles of Coherent Assessment Systems

With the new ESSA regulations requiring accountability systems based on multiple measures, a new guide from researchers at the not-for-profit NWEA provides educators with actionable steps they can begin implementing immediately.  Multiple Measures Done Right outlines the seven principles of developing coherent assessment systems that go beyond compliance to support student learning. The guide was Read more about Multiple Measures Done Right: The 7 Principles of Coherent Assessment Systems[…]

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Most Students Aren’t on Track for Success

In May, a new organization called Learning Heroes released a survey with a startling finding: 90 percent of parents believe that their children are performing at “grade level” or higher in their schoolwork. Setting aside the debate over what “grade level” even means, by any reasonable definition many of these parents, if they are being Read more about Most Students Aren’t on Track for Success[…]

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High School Assessment in a New Era: What Policymakers Need to Know

Achieve has partnered with the Center for Assessment to release a new brief to help state policymakers identify key action steps to consider as they make decisions about high school assessments. The passage of the Every Student Succeeds Act (ESSA) gives states a new opportunity in how they approach high school assessment. Most significantly, it will Read more about High School Assessment in a New Era: What Policymakers Need to Know[…]

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PARCC’s ‘College-Ready’ Score Reflects Rigor of College Work

A first-of-its-kind study has found that students who score at the “college-ready” level on the PARCC exam are well-positioned to earn good grades in college. The findings provide early evidence that the assessment does what it was designed to do: measure college readiness. The Massachusetts Department of Education commissioned Mathematica Policy Research to do the Read more about PARCC’s ‘College-Ready’ Score Reflects Rigor of College Work[…]

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