The Data-informed District: A District-wide Evaluation of Data Use in the Natrona County School District
Wayman, Cho, & Johnston describe a data-informed district as one where educational data inform every decision and are used by every educator at every level. In such a district, common understandings exist about the nature of learning, the nature of teaching, and how data may best inform these...
What Four States are Doing to Support Local Data-Driven Decision Making: Policies, Practices, and Programs
This report documents how four state education agencies are supporting local data-driven decisionmaking through their policies, practices, and programs for creating data systems, improving data access and use, and building district and school capacity to use data.
Learning about Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools
This report focuses primarily on the third goal of this project, which is the creation and function of teacher learning teams focused on assessment for learning.
What States can Learn about State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. The authors examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the...
Draft Framework for High-Quality English Language Proficiency (ELP) Standards and Assessments
The draft Framework for High Quality English Language Proficiency (ELP) Standards and Assessments was developed in response to requests from states for assistance from the U.S. Department of Education on how to evaluate the technical quality of their ELP standards and assessments.
Formative Assessment: Caveat Emptor
This article reviews formative assessment research focusing on features that help to explain how formative assessment works to improve learning. The article offers criteria to clarify the distinction between formative assessment and formative program evaluation. The article proposes solutions for...
The Predictive Validity of Selected Benchmark Assessments Used in the Mid-Atlantic Region
This report examines the availability and quality of predictive validity data for a selection of benchmark assessments identified by state and district personnel as in use within Mid-Atlantic Region jurisdictions. The report finds that evidence is generally lacking of their predictive validity with...
The Common Core State Standards: Supporting Districts and Teachers with Text Complexity
This resource includes a Council of Chief State School Officers webinar, report, and tools to help support districts and teachers in dealing with the issue of text complexity while adopting the Common Core State Standards in ELA. The report accompanying this resource, Measures of Text Difficulty:...