The only organization dedicated solely to helping state boards advance equity and excellence in public education.


When states issued the first coronavirus stay-at-home order last March, few could have foreseen how the foundations of learning and teaching would be shaken. As hopes for a brief disruption confronted reality, state and district leaders began plans to extend some form of distance learning into the 2020–21 school year. They also began to think about how to turn a daunting crisis into an opportunity to rethink policies and practices from the ground up—accountability policies in particular.


How a Crisis Can Transform Learning, Teaching, and Assessment



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Also In this Issue

States Experiment with Assessment through Innovative Pilots

By Joseph Hedger

Five states received federal waivers for regular assessments so they could pilot assessment systems in select districts or schools over five years.





Performance Assessments: Promises and Pitfalls

By Marianne Perie

By learning from the past, state boards can add depth and relevance to their assessment systems.





We Should Listen to the Canaries

By Ellen Forte

How alternate assessments for students with disabilities and English learners can point us toward better systems for all.





How a Crisis Can Transform Learning, Teaching, and Assessment

By Abby Javurek and Jason Mendenhall

State policymakers should take the opportunity to reimagine their education systems.






Breakthrough or Breakdown? School Accountability in Flux

By Chris Domaleski

Time to steer systems toward better balance and coherence.





Test-Based Accountability in Distressed Times

By Chester E. Finn Jr. and Eric A. Hanushek

State leaders should stick with their assessments because they improve student learning and school performance.





Four Test Questions for State Boards

By Abigail Potts

These questions can help frame conversations on assessment approval and intersections with state accountability.





A Shifting Landscape for State Testing

By Lynn Olson

It is important to understand the history of state summative assessment in the United States.








Featured Items

African-American teacher reading to school children. Image credit: iStock i

State Boards Seek Increased Educator Diversity

This NASBE analysis highlights four states—Connecticut, Kentucky, Massachusetts, and North Carolina—that have taken significant steps to increase educator diversity.
Image Credit: iStock i

Developing State and District Parent Engagement Policies

Kentucky state board member and special education teacher Allison Slone urges state boards of education to seize the opportunity the pandemic created to strengthen policies to ensure that parents and caregivers can engage meaningfully in school decision making.

NASBE Redesigns Database of State Policies Covering 200 Topics Related to School Health

A companion Child Trends analysis of the updated data shows the number of states with policies on trauma-informed care training in schools has tripled since 2017.

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