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This policy brief explores the potential impact of the implementation of Common Core State Standards on students with disabilities, Native American students, and English language learners, and gives examples of implementation targeting these populations, followed by recommendations and questions...

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In this study, the author looks beyond high-stakes assessment to highlight reading strengths of and needs for a group of fourth grade American Indian students in order to provide specific information to guide instruction. A description of skills considered basic to proficient reading is followed by...

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The purpose of this review is to collect and critically review the research literature on the impact of culturally based education programs (Culturally Based Education) on school performance of American Indian (AI), Alaska Native (AN), and Native Hawaiian children. As directed, the review includes...

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This study describes two experiments that are conducted with children from a reservation community. In Experiment 1, 45 third-grade children are randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe...

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This article’s authors analyzed enrollment in Advanced Placement (AP) courses and performance on AP examinations for American Indian (AI) students in the United States in 2007. AP examination scores, overall and for five AP courses, of AI students are compared to the AP examination scores of white...

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This article is about Lapwai Elementary School, located on the Nez Perce Reservation in northern Idaho, which serves a K–6 population of 302 students, 84 percent of whom are Native American, and its success in raising student achievement. The article discusses the steps and initiatives that...

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The authors of this article describe their development of  a module that integrates modern ecological theory within an American Indian (AI) cultural framework. In the weeklong field study course in Hot Springs, South Dakota, Lakota Sioux high school students explore woodpecker habitat selection and...

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In this paper, the authors discuss five major characteristics that an accommodation should have in order to be considered in the assessment of ELLs and SWDs: (1) Effectiveness, it must be effective in making assessments more accessible to the recipients; (2) Validity, it should not alter the focal...

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This unit shows instructional approaches that are likely to help English language learns (ELLs) meet new standards in English language arts. The lessons address potent literacy goals and build on students’ background knowledge and linguistic resources. Built around a set of famous persuasive...

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This database provides online links to state policies on accommodations, graduation requirements, accountability (including the No Child Left Behind Act of 2001 [NCLB]), and other topics for students with disabilities. The database is maintained by the National Center on Educational Outcomes (NCEO...

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This Educational Leadership magazine article provides guidance on what schools and districts can do to move forward in implementing the Common Core State Standards, given limited resources and time. The authors specifically focus on strategies and resources related to English language arts and...

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The Council of Chief State School Officers developed this framework to assist states with the work of developing or adapting English Language Proficiency (ELP) standards to align with the Common Core State Standards (CCSS) and the forthcoming Next Generation Science Standards (NGSS). The goal of...

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This report describes how accommodated tests for students with disabilities, alternate assessments, and other related issues were addressed in states’ test security policies in 2013-2014. The researchers asked: (1) What information do states’ test security policies contain about students with...

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This brief from the National Center on Educational Outcomes (NCEO) presents information about assessment decision-making processes for English language learners (ELLs) with disabilities. Topics addressed in the brief include: (a) required assessment decision-making processes, (b) experts’...

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Morgan Polikoff, an assistant professor of education at the University of Southern California’s Rossier School of Education, examines the opportunities and challenges that educators face with assessments based on the Common Core State Standards (CCSS). There are potential benefits to the CCSS and...

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This tool by Achieve allows districts leaders to inventory their assessments and assessment strategies from a student perspective. According to the publishers, the tool “supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to...

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In this report published by New America, Tepe describes the current landscape of higher education policies and practices that prevent clear alignment between colleges and the Common Core State Standards (CCSS). Tepe analyzed state and institution policies within higher education and examined the...

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In this report, the authors from the Center for American Progress and the National Center on Time & Learning argue for expanded learning time in schools and offer several recommendations for states, districts, and schools to consider the benefits of expanding the school day or year to support...

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This study from the Education Week Research Center reports findings from a survey of 457 K-12 teachers and instructional specialists on their views of the Common Core State Standards (CCSS) and their readiness to put them into practice. Educators were asked questions on the following topics: the...

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The Common Core Survey bank, and its supporting documents, including the Common Core Survey Guidance and a webinar PowerPoint, is a part of a suite of resources that support states’ implementation of the CCSS. The survey bank was released during the American Diploma Project webinar in 2012 and...

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The Southern Regional Education Board is conducting a multi-year study of how 15 states are implementing the Common Core State Standards (CCSS). Six individual reports are part of the "Benchmarking State Implementation of Common Core Standards" project: a summary report, plus five reports with...

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This report updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). The evaluation is ongoing and is intended to inform developers and consumers of assessments for special student populations (English language...

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This framework, its accompanying brief, and the one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English language learner (ELL) students achieve English language proficiency (ELP) at high levels academically. Building on the best...

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These guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learner (ELL) students and students with disabilities (SWDs). The guidelines will be updated periodically to incorporate new information and research.

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These guidelines are designed to assist developers and consumers of assessments for English language learner (ELL) students specifically and for special student populations in general. The guidelines are intended to help evaluate the technical adequacy (i.e., validity, reliability, freedom from...

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This Assessment and Accountability Comprehensive Center (AACC) policy brief describes how benchmark assessment can be used to support student achievement.

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This article provides four crucial steps to achieving the author’s premise that formative assessment “is not a test,” but “an ongoing process in which teachers use test-elicited evidence to adjust their instruction, or students use it to adjust their learning tactics.”

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CSAI Director Stanley Rabinowitz shared information about balanced assessment and accountability systems.

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CSAI Strand Leader Margaret Heritage shared her expertise on supporting student achievement of the Common Core through formative assessment.

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CSAI Associate Director Joan Herman provided an update on the Common Core State Standards.

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