Resource Library

The Center on Standards and Assessment Implementation (CSAI) reviews a variety of resources, ranging from guidance documents, research papers, and policy briefs to tools and websites aimed at supporting state and local education agency leadership in making decisions about their standards, assessment programs, and accountability systems. Reviewed resources are added monthly. 

Teaching Social Skills to Improve Grades and Lives

A growing body of evidence has shown that social and emotional strengths in children and adults lead to school and life success. This article from the New York Times summarizes some of the key studies that support this claim, and argues that schools and teachers need to promote social and emotional...

Type: Guidance
Number of views: 88
Date created: 03/27/2017 - 17:51

The Impact of Indiana's System of Interim Assessments on Mathematics and Reading Achievement

The randomized controlled study in Indiana found, and the WWC confirmed, that the use of Indiana’s Diagnostic Assessment Tools (mClass for K-2, Acuity for grades 3-8) did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of...

Type: Knowledge
Number of views: 36
Date created: 03/23/2017 - 16:24

Effects of Interim Assessments Across the Achievement Distribution: Evidence From an Experiment

This is a follow-on study from Konstantopoulos et al., 2016. Results generally show that lower-achievers in grades 3-8 seem to benefit more from interim assessments (Acuity) than higher-achieving students. The magnitude of the effects were larger in math than reading; however, no effects were found...

Type: Knowledge
Number of views: 38
Date created: 03/23/2017 - 16:12

Effects of Interim Assessments on Student Achievement: Evidence From a Large-Scale Experiment

The study uses data from a 2010-2011 school-level randomized experiment of 70 Indiana public schools to examine the impact of two interim assessment programs, mCLASS in Grades K–2 and Acuity in Grades 3–8, on students’ mathematics and reading achievement. Results indicate no overall treatment...

Number of views: 53
Date created: 03/23/2017 - 16:08

Implementing Benchmark Testing for Formative Purposes: Teacher Voices About What Works

This article reports on the results of focus groups with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia. The study found that teachers’ use of benchmark assessment results was influenced by perceived quality of test items,...

Type: Knowledge
Number of views: 36
Date created: 03/22/2017 - 14:11

Making the Most of Interim Assessment Data: Lessons from Philadelphia

This report shares the results of Research for Action’s (RFA) multimethod study of the use and impact of interim assessments in 10 low performing elementary schools in Philadelphia. Interim assessments were a central component of the district’s “Managed Instruction System” (MIS), which also...

Type: Knowledge
Number of views: 72
Date created: 03/21/2017 - 16:44

Rethinking How Students Succeed

Noncognitive skills initiatives hold promise for making students more successful. Noncognitive skills, the term used in this article, are related to social and emotional learning (SEL) and academic mindsets; they encompass academic attitudes and behaviors like self-awareness, self-control,...

Type: Guidance
Number of views: 91
Date created: 03/09/2017 - 12:48

How Students Thrive: Positive Youth Development in Practice

The paper outlines five, research-based tenets that underlie schools that can support positive youth development and includes tools that can help educators identify positive youth development practices that are associated with each tenet. The five tenets are:

Type: Guidance
Number of views: 23
Date created: 03/08/2017 - 10:56

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