Bowing to the realities of the pandemic, states halted summative testing in spring 2020, with a federal blessing. For the handful of state education leaders responsible for monitoring how the system overall is providing equitable instruction, there is no substitute for a comparable test that compares how schools, districts, and subgroups of students are doing at a snapshot in time and allows states to make decisions on how to direct scarce resources. In the face of such flux, state boards must make decisions about assessment and accountability.
States Experiment with Assessment through Innovative Pilots
By Joseph HedgerFive 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 PerieBy learning from the past, state boards can add depth and relevance to their assessment systems.
We Should Listen to the Canaries
By Ellen ForteHow 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 MendenhallState policymakers should take the opportunity to reimagine their education systems.
Breakthrough or Breakdown? School Accountability in Flux
By Chris DomaleskiTime to steer systems toward better balance and coherence.
Test-Based Accountability in Distressed Times
By Chester E. Finn Jr. and Eric A. HanushekState leaders should stick with their assessments because they improve student learning and school performance.
Four Test Questions for State Boards
By Abigail PottsAs the new school year begins, states will want a better understanding of the social, emotional, and academic learning needs of students.
A Shifting Landscape for State Testing
By Lynn OlsonIt is important to understand the history of state summative assessment in the United States.
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