Volume 20, No. 3
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 PilotsBy 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 PitfallsBy Marianne Perie
By learning from the past, state boards can add depth and relevance to their assessment systems.
We Should Listen to the CanariesBy 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 AssessmentBy Abby Javurek and Jason Mendenhall
State policymakers should take the opportunity to reimagine their education systems.
Breakthrough or Breakdown? School Accountability in FluxBy Chris Domaleski
Time to steer systems toward better balance and coherence.
Test-Based Accountability in Distressed TimesBy 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 BoardsBy Abigail Potts
These questions can help frame conversations on assessment approval and intersections with state accountability.
A Shifting Landscape for State TestingBy Lynn Olson
It is important to understand the history of state summative assessment in the United States.