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. 

Proposed Definition of Students with the Most Significant Cognitive Disabilities

This document provides draft regulatory language defining the term "students with the most significant cognitive disabilities." This definition applies to a child with a disability or disabilities (as defined by the Individuals with Disabilities Education Act) that significantly impact intellectual...

Type: Knowledge
Number of views: 415
Date created: 05/03/2016 - 17:01

Making the Grade: A 50-State Analysis of School Accountability Systems

This publication includes: an historical overview of the Elementary and Secondary Education Act; a review of the requirements of the 2015 Every Student Succeeds Act; a summary of the difference types of accountability systems used by states; and specific information about different state...

Type: Knowledge
Number of views: 60
Date created: 06/29/2016 - 16:42

Ohio Testing Report and Recommendations

In response to the Ohio Governor and General Assembly 2014 request, the Ohio Department of Education conducted a survey of the number of tests administered to students with the intended goal of reducing the amount of time that students spend on test taking and test preparation activities. The...

Type: Guidance
Number of views: 39
Date created: 03/31/2016 - 18:41

Issue Paper 4a: Inclusion of Students with Disabilities in Academic Assessments (Updated for Session 2)

Based on the first negotiated rulemaking session in March 2016, this issue paper on the inclusion of students with disabilities in state testing has been updated. The updated draft regulatory language includes assurance that states provide appropriate accommodations, and that the state does not...

Type: Knowledge
Number of views: 34
Date created: 04/11/2016 - 11:08

When Does Accountability Work?

In this study, the authors studied long-term effects of high-stakes testing in Texas, comparing high school student performance to college enrollment, college completion rates, and adult earnings. More specifically, they analyzed student outcomes between two types of schools: lower performing...

Type: Knowledge
Number of views: 30
Date created: 05/31/2016 - 13:09

Issue Paper 4a: Inclusion of Students with Disabilities in Academic Assessments

This issue paper describes a new requirement under ESSA stipulating that all assessments be developed with principles of universal design for learning, as allowable. The requirement for accommodations that facilitate student access to high-quality assessments is also reiterated. Included are...

Type: Guidance
Number of views: 25
Date created: 03/10/2016 - 13:22

Issue Paper 4b: State Administration of Alternate Assessments (Updated for Session 2)

Based on the first negotiated rulemaking session in March 2016, this issue paper regarding the state administration of alternate assessments has been updated. In this updated issue paper, there is draft regulatory language about regulations for states that anticipates exceeding the cap on alternate...

Type: Knowledge
Number of views: 23
Date created: 04/11/2016 - 11:18

Issue Paper 5b: Inclusion of English Learners in English Language Proficiency Assessments (Updated for Session 2)

Based on the first negotiated rulemaking session in March 2016, this issue paper on the inclusion of English learners in English language proficiency assessments has been updated. In this updated draft regulatory language, states must develop a uniform statewide assessment of English language...

Type: Knowledge
Number of views: 23
Date created: 04/11/2016 - 11:46

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