July 26, 2019

The State of Assessment: A Look Forward on Innovation in State Testing Systems

This report identifies states that are making public reforms around innovation in assessment, including states applying to federal innovative assessment pilot programs. The report also explores several assessment improvement opportunities for states and highlighting promising work already underway on interim assessments for accountability, formative assessments to support instruction, shared item banks and new collaborations among states, and social studies and science assessments.

June 12, 2019

The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability

This report by Migration Policy Institute discusses the unintended consequences for English Learners under the Every Student Succeeds Act adjusted cohort graduation rate, which all states use to calculate the number of students graduating from high school within the standard four years.

May 24, 2019

Number of Low-Performing Schools by State in Three Categories (CSI, TSI, and ATSI), School Year 2018-19

In school year 2018-19, the Every Student Succeeds Act requires states to identify Comprehensive Support and Improvement (CSI) schools, which have very low overall performance or poor high school graduation rates and notify school districts if a school has underperforming subgroups - Targeted Support and Improvement (TSI) and Additional Targeted Support and Improvement (ATSI). The Center on Education Policy published a report earlier this month on the data collected on the number of CSI, TSI and ATSI schools from March-April 2019.

May 24, 2019

ESSA Resources to Make Data Work for Students

Data Quality Campaign created a series of resources on how states can use data to meet the different education goals outlined in their Every Student Succeeds Act plan to support student success.

April 4, 2019

Screened Out? How Some States May Limit the Schools, and Students, Identified for Support

Under the Every Student Succeeds Act (ESSA), states have reimagined their school accountability systems and come up with new ways to identify schools for support and improvement. States are required to identify schools for three categories of support: comprehensive (CSI), additional targeted (ATS), and targeted support and improvement (TSI). States must also determine how to weight different indicators such as academic achievement, academic growth, and high school graduation rate in their systems—identifying schools that fall below the thresholds set in the law.