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.
School accountability regimes may be intended to weed out only the “truly dismal,” but they cause all schools to behave in ways they otherwise wouldn’t—including adopting instructional practices and school culture habits we might not want.
Early evidence on a policy can turn out to be misleading, or a policy can have delayed effects
A battle in Indiana over who is qualified to teach the dual-enrollment courses meant to yield college credit for high school students.
What if we create a common pool of test items that states would use on a voluntary basis?
Everyone would be well-served if they spent less time claiming this or that test result proved that a grand federal agenda was the right one.
We should recognize the government’s limited ability to collect, analyze, and make use of the extraordinary amount of information relevant to school quality and family preferences.
A new study by the Data Quality Campaign reviews school report cards issued by each state and finds many of them lacking.
As policymakers reconsider the “college for all” mindset, they face tough questions about what a high school diploma should mean and how best to ensure that every young adult has the chance to build a professional future that’s honored, fruitful, and rewarding.
States are now putting pen to paper on their accountability plans and many of them want advice about what to do.