Have these new evaluation systems had a net positive or negative effect on our nation’s schools?
According to a recent Pace and USC Rossier poll, 61 percent of respondents had a positive impression of the California School Dashboard.
The state’s new evaluation system has been especially effective at differentiating teachers by the skillfulness of their work.
Even though controversy has sprung up around the new International Early Learning and Child Well-Being Study, our 2017 EdNext poll found that 48 percent of parents support requiring students in publicly funded preschool programs to take state tests.
A universal test opens the door to more effective, targeted efforts to draw talented, disadvantaged students into college.
Participating states would be given a valid and reliable metric for how many of their students are truly college-ready at the end of high school.
Here are some recent signs of the deep ambivalence we have toward the steps that would actually have to be taken to transform our education outcomes.
We need to face up to the findings of three decades of research on the effects of test-based accountability and engage in a vigorous debate about how best to move forward
A review of “The Testing Charade” by Daniel Koretz
How assessments are administered and results are reported can make a difference.
Harvard’s Dan Koretz is just out with a thoughtful, immensely readable book that takes dead aim at test-based accountability.
While there is disagreement over whether the Common Core standards are improving student performance, most states that adopted the standards are still using them.
A storied guarantee looks to accountability 2.0
Are most schools accredited? Is accreditation required? Does accreditation even matter?
But is the parent marketplace a good enough mechanism for gauging and producing effective schools of choice?
Local control has its place—but, as Americans told Education Next, it also has its limits.
Pooling data across years and grades may provide an opportunity to include students in accountability systems in cases where subgroup size is otherwise too small.
A new study examines the connection between teacher reports about behavior when students are 11 and later life outcomes for those students.
Just how much do gains on reading and math gains on state tests tell us about school quality?
What if all public schools were held accountable through contracts that gave them freedom in return for results?
Let’s make sure not to break learning into little bits and scraps and bytes of disparate skills, disconnected from an inspiring, coherent whole.
What this is really about: Making it appear that all graduates of elite schools are above average.
If greater attention is not paid to supporting teachers to implement new standards and reduce coverage of deemphasized content, the standards may not have much effect.
If you look at the accountability systems states are developing to meet federal requirements, you’ll see a growing number are using chronic absenteeism as a metric.
For starters, Colorado uses a bona fide growth model to gauge the progress a school is making with students.