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. 

Conversations with Practitioners: Current Practice in Statewide RTI Implementation. Recommendations and Frequently Asked Questions

This publication focuses on key ideas and recommendations for effective Response to Intervention (RTI) programs. The publication serves as a reference for information about RTI programs. RTI is an area of focus for the U.S. Department of Education–funded Center on Instruction. The Center on...

Type: Knowledge
Number of views: 37
Date created: 10/08/2013 - 11:14

Has Progress Been Made in Raising Achievement for English Language Learners?

This report examines the progress in raising achievement for English language learner (ELL) students, and it describes the factors that make it difficult to accurately assess what ELL students know and can do. The Center on Education Policy, an independent nonprofit organization, with technical...

Type: Knowledge
Number of views: 34
Date created: 10/08/2013 - 11:14

High Stakes Testing: Issues, Implications, and Remedies for English Language Learners

This article discusses the issues and implications of high-stakes tests on English language learner (ELL) students. Specifically, ELL students are increasingly included in high-stakes assessments connected to accountability efforts (e.g., the No Child Left Behind Act of 2001 [NCLB]), and thus it is...

Type: Knowledge
Number of views: 113
Date created: 10/08/2013 - 11:14

Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification

This study explores the effectiveness of bilingual dictionaries and linguistic modification on assessment measures. Such language accommodations are thought to help lower the achievement gap among students with language differences.

Type: Knowledge
Number of views: 45
Date created: 10/08/2013 - 11:14

Moving Your Numbers: Five Districts Share How They Used Assessment and Accountability to Increase Performance for Students with Disabilities as Part of District-wide Improvement

This article examines how five demographically dissimilar school districts use assessment and accountability as an impetus to implement positive changes in their schools. The article emphasizes that each district refrains from using assessment data as the reason that teachers cannot teach or that...

Type: Guidance
Number of views: 29
Date created: 10/08/2013 - 11:14

Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments

This 2006 publication is the third in a series of three Practical Guidelines for the Education of English Language Learners publications. This publication addresses the increased awareness by schools, districts, and states of the academic needs and achievement of English language learner (ELL)...

Type: Knowledge
Number of views: 52
Date created: 10/08/2013 - 11:14

Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts

This study, which focuses on three districts in New York State, uses interviews with the districts’ and schools’ personnel and documents from the state’s and districts’ websites to examine practices for identifying learning disabilities among students who are English language learners and the...

Type: Knowledge
Number of views: 36
Date created: 10/08/2013 - 11:14

Education Watch State Reports - 2006

The Education Watch State Reports - 2006 provide a snapshot of student achievement and the condition of public education in the 50 states, the District of Columbia, and the nation.

Number of views: 8
Date created: 10/08/2013 - 11:14

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