Designing state accountability systems and tracking their implementation are among the most consequential and complicated tasks for state education leaders. Likewise, school improvement processes, the purview of school and district leaders, demand much of those who design, implement, and monitor them. However, if state accountability and local improvement are working at cross purposes, neither is likely to promote student achievement. The authors in this issue share what they have learned about what is most likely to move the needle on student learning and how to ensure states and districts are directing resources toward what matters most for improving outcomes
Articles
How State Board Leaders Can Build Next-Generation Accountability
By Morgan Scott Polikoff and Rachel AndersonCoherence in state policies plus aligned supports to districts pave the way forward.
Data for Improvement and Data for Accountability: Considerations for State Boards
By Elaine AllensworthCarefully designed accountability systems can spur schools to improve; others can undermine improvement and equity.
Making Room for What Matters: How State Boards Can Support Innovation in Accountability
By David Nitkin, Chelsea Waite, and Janette AvelarThe voices of school leaders who are most actively pushing the school improvement envelope can help shape the accountability conversation.
Measuring Academic Growth for School Accountability
By Christy HovanetzMore states should adopt a growth metric that compares students’ progress toward proficiency, not against other students.
How State Leaders Can Support Local Innovation and Improvement
By Jennifer Lin Russell, Donald J. Peurach, and Jennifer Zoltners ShererBy backing educational improvement networks, they can foster collaborative inquiry and experimentation.
Opinion
How Tennessee Is Holding Its Lowest-Performing Schools Accountable
By Darrell CobbinsPublic conversation, key metrics, and a clear focus on students strengthen Tennessee's work to turnaround low-performing schools.
Time to Rethink the Test Pile
By Khaled IsmailState and district assessment systems have grown larger and more complex over the last decade, yet districts that test the most do not see better results.
The NASBE Interview: Byron Ernest
New school leaders miss that it is okay to be vulnerable. Vulnerability might be one of the least-used leadership traits.
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