Topic: Standards & Accountability
SREB examined the efforts of 14 states to support implementation of new standards. The goal: Document steps states have taken, highlight exemplary efforts, provide feedback to states and foster cross-state dialogue to inform continuous improvement.
What successes, challenges and next steps did interviewees articulate? What recommendations does SREB draw from the study?
What measures have states put in place to hold schools accountable for teaching and learning under their new college-and career-readiness standards? This benchmarking report explains how states’ accountability reporting for federal Title III funds to serve English learners incorporates such measures.
How do states’ teacher and leader evaluation systems integrate their new readiness standards’ expectations for student learning? This benchmarking report provides a descriptive overview of each state’s teacher and leader evaluation systems .
What professional learning opportunities have state departments of education provided to help educators implement their new college- and career-readiness standards? This benchmarking report provides a descriptive overview of each state’s professional learning for teachers.
How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards? This benchmarking report provides a descriptive overview of each state’s teaching resources.
This SREB Policy Brief examines federal waivers to the No Child Left Behind Act of 2001 in 13 SREB states. In exchange for the waivers, the states agreed to develop policies that would support college and career readiness, teacher and principal evaluation systems partially based on student achievement, differentiated accountability that gives the most support to low-achieving schools and districts, and a unified accountability system.
For nearly a decade, states have had flexibility in collecting and reporting graduation rate data for state and federal accountability purposes. But in 2008, the U.S. Department of Education issued new guidelines that require all states to report a new rate – the four-year adjusted cohort graduation rate – beginning in the 2011-2012 school year.
This module teaches participants how to use The Education Trust’s six-step Standards in Practice™ process to make sure that assignments and assessments match standards. This process also serves as a vehicle for professional development and school improvement, as teacher teams look critically and think deeply about the work they assign, the scoring guides they use and the standards to which they are accountable. Participants work through the six steps of the model, applying them to examples from their own practice.
For the first time in 1998, half of career/technical students at SREB’s High Schools That Work sites met the HSTW achievement goals in reading, mathematics and science. SREB knows that most career/technical students can meet the goals and knows how to make it happen. SREB and partner states must plan and act purposefully to help these students. This publication contains recommendations for actions that states can take to raise standards and achievement.