From Compliance to Continuous Improvement: Accountability, Assessments and Next Generation Workforce with ESSA
There is an incredible window of opportunity for state policymakers with the passage of the Every Student…
Systems of Assessments that Support Student-Centered Learning and Continuous Improvement
When the Elementary and Secondary Education Act (ESEA) was first enacted in 1965, its goal was to…
Update on Maine’s Proficiency-Based Diploma Policy
To refresh your memory, Maine had originally set a policy that students would be expected to demonstrate…
Making Learning Personal: Eliminate Gaps and Ensure Mastery through Proficiency-Based Diplomas
, which require students to demonstrate mastery of academic content before graduating, support the adoption of personalized,…
Promising State Policies for Personalized Learning
The passage of the Every Student Succeeds Act (ESSA) in December 2015, which reauthorized the Elementary and…
Analyzing the CREDO Online Charter School Report: A Call for Improved Performance Metrics and Quality Assurance
A new report Online Charter School Study 2015 from Mathematica Policy Research, CREDO at Stanford University and the…
Accountability and Assessments to Support Student-Centered Teaching and Learning
Susan Patrick, iNACOL President and CEO, and Maria Worthen, iNACOL Vice President for State and Federal Policy, will…
The End of the Big Test: Moving to Competency-Based Policy
This post originally appeared at Getting Smart on May 19, 2015. What’s next? With all the frustration…
New Hampshire Testing Pilot Breaks the Federal Accountability Mold
This post originally appeared at the Christensen Institute on March 5, 2015. This week the U.S. Department…
Helping HELP: Paul Leather’s Testimony on Assessments and Accountability
Earlier today, Paul Leather, Deputy Commissioner at NH’s Department of Education, testified at the Senate HELP Committee…