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This paper details a model to remediate a history of academic underachievement by urban students; significantly improve their chance of graduating; and successfully launch them on to college. The paper challenges long-established practices and provides recommendations for improving secondary...

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This guide focuses on the Common Core State Standards Initiative (CCSSI), which formally began in June 2009 as a collaborative effort among nearly all U.S. states and territories. Forty-five states subsequently adopted the CCSS in mathematics and English language arts (ELA) and joined one of two...

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This document is intended to complement the No Child Left Behind Act of 2001 (NCLB) and to serve as a “technical assistance resource” for schools (p. 2). This resource contains guidance for “the comprehensive needs assessment, the comprehensive plan, and the annual program evaluation” for schools (...

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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.

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This article addresses the following: How should we measure student learning? Testing represents a commitment to high academic standards and school accountability. When the financial and emotional stakes associated with standardized tests are disproportionately high, this laudable goal becomes...

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The purpose of this field review is to understand previous efforts at scaling up performance assessments for use across districts and states. Through a systematic description of seven performance assessment scale-up efforts, as well as descriptions of analogous efforts from teacher certification,...

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This report uses international benchmarking to examine the expectations gap between what students are expected to learn in some states versus other states. The report assumes that each state’s expectations are embodied in the stringency of the performance standards it uses on its own state...

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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.

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This guide focuses on College and Career Readiness (CCR) and attempts to distill key lessons from CCR reform efforts for state policymakers. The guide is organized around “a new set of basics” for what states must achieve at the high school level: standards, course requirements, curriculum and...

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The goal of this report is to increase understanding of the history, facts, choices, risks, and possibilities that are involved in establishing national standards in the context of the local control of schools in the United States. The report offers numerous approaches for increasing commonality in...

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The online version of this guide can be accessed on the Center on Great Teachers and Leaders (GTL Center) at American Institutes for Research (AIR) website. The website also offers relevant resources from national websites.

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This 2008 presentation addresses international practices of performance-based assessment and how these practices compare with assessments in the United States.

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This report summarizes expert presentations and discussions about through-course summative assessments being developed by the two Common Core State Standards (CCSS) consortia. The presentations and discussions took place during the 2011 Invitational Research Symposium on Through-Course Summative...

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This report argues that large-scale assessment has changed little over the last two decades, despite increased demands on testing. The report outlines what the demands are and might come to be and offers a glimpse into the future of the testing enterprise at different stages of change and...

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This document’s goal is to provide “guidance for state higher education leaders on one crucial aspect of implementation: the role that state systems of higher education must play to build toward recognition of the Smarter Balanced [Assessment Consortium] assessment as evidence that students are...

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SERVE is one of ten regional education research and development (R&D) laboratories funded by the U.S. Department of Education. The SERVE website on Classroom Assessment provides links to resources in three topics: improving assessment in the science classroom; improving assessment in history;...

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This report summarizes a study that addresses the question: “What accounts for the difference in [Academic Performance Index] API performance among schools that serve similar students?” The study focused on similar schools in a sample of California school districts.

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Smarter Balanced provides monthly updates on the development of the Smarter Balanced assessment system and activities in member states.

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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...

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The Education Week Spotlight on Assessment is a collection of articles hand-picked by Education Week editors including the following topics: classroom evidence of learning, formative assessment, computer-adaptive testing, the promises and challenges of open-ended test items, and the debate over...

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The growing need for more information about measuring teachers’ contributions to student learning growth, particularly in nontested subjects and grades, is the impetus for this Research & Policy Brief. Although the research base in this area is disappointingly limited, the brief includes...

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This report is the second in a three-part research effort to investigate the prevalence of performance-driven practices in urban school districts across the country. The study captures the details of data-driven instructional decision making at the classroom, school, and system levels in two urban...

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Data Wise provides a toolbox of information pertaining to data-use and assessment practice. Following the "Data Wise Improvement Process," the book provides strategies to help schools organize and use data to improve student learning. The strategy can help organize assessment projects for...

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This study describes how districts search for and acquire formative assessment systems to meet their needs. It focuses on three school districts that adopted three different formative assessment systems. The findings suggest the fit between a system’s characteristics and a school district’s...

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Quality data, like quality students, come from schools. Recently, there has been a growing awareness that effective teaching, efficient schools, and quality data are related. The quality of information used to develop an instructional plan, run a school, plan a budget, or place a student in a class...

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No Child Left Behind offers a useful framework for thinking about the kinds of data needed to identify students having difficulty meeting standards and to document school progress in closing the achievement gap over time. This issue brief discusses the benefits and questions that can be answered by...

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While New York’s size and the scope of its initiative make it unique, the district provides a rich and timely illustration of how data is being used in an urban school system—and how it can be employed in smaller districts, as well. Seen from the perspective of both its obstacles and successes, New...

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Success at the Core is a professional development toolkit for teachers and leadership teams, designed collaboratively by Education Development Center (EDC) and Vulcan Productions. Materials were created to help educators elevate classroom instruction and improve student outcomes. The Success at the...

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This report describes an exploratory substudy on teachers’ thinking about data conducted in conjunction with the larger Study of Education Data Systems and Decision Making data collection and the implications of the substudy findings for teacher preparation and support.

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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...

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