States have a responsibility and opportunity to create systems that meaningfully address underperforming schools in order to provide all students with a strong, equitable education. This project is an independent peer review analysis that looks across 17 states to see how states are providing resources and supports to their districts to target schools that are most in need.
Assessment is useful for informing ongoing teaching and learning when it provides a prospective view of learning in order to answer the question, “What is next for this student?” This insight excerpted from "Using Formative Assessment to Enhance Learning, Achievement, and Academic Self‑Regulation", written by Heidi Andrade and WestEd’s Margaret Heritage, illustrate three key principles of practice for effective formative assessment.
Both ESSA and Perkins V are intended to support the development and maintenance of programs that ensure students and workers acquire the broad range of skills needed to engage successfully in college and careers. However, these laws have traditionally been addressed in isolation. This article explores how considering ESSA and Perkins V as complementary parts of a larger accountability system can help states be better aligned with both.
Collaboration between K–12 public school districts and higher education, as well as between education institutions, workforce groups, and community organizations, has the potential to improve college and labor market outcomes for individual students and for local communities. However, improvement efforts demand the use of longitudinal data to define the problem, set goals, and monitor progress. In the absence of a statewide systematic method for tracking students’ educational trajectories and employment outcomes, education institutions and community organizations are working in regional partnerships to effectively use data to improve student outcomes.
Complex and persistent achievement gaps have negatively affected states for decades, with low-income and minority student groups often trailing their higher-income and white and Asian peers in mathematics and reading skills. National Conference of State Legislatures (NCSL) new case study report, Addressing Achievement Through Opportunity: Washington State’s Approach to Closing the Gap, takes an in-depth look at the process Washington state policymakers, parents, community leaders and education advocates took to begin unraveling this complex issue.