state policy

There is growing interest among state and local educational leaders in using performance assessment to develop and assess students’ critical abilities—such as inquiry, communication, and collaboration—that are essential for student success but poorly measured by many traditional assessments. In...

This article builds on Darling-Hammond, Wilhoit, and Pittenger’s (2014) new paradigm on Accountability for College and Career Readiness by focusing on one of its three pillars—professional accountability.

The article begins by offering a conceptual framework for professional ...

This study provides an overview of the landscape of next-generation accountability concepts implemented by states. In reviewing the work of the states and drawing upon the thinking in both CCSSO’s 2011 proposal and “Accountability for College and Career Readiness: Developing a New Paradigm” by...

This report by Ace Parsi and Linda Darling-Hammond is intended to familiarize state boards of education with performance assessments and help policymakers address some of the thorniest issues around these assessments: purpose, sustainability, reliability, accountability, policy...

This paper offers a retrospective research study of performance assessment initiatives beginning in the 1990s up to today.  The study addresses three specific questions: 

• What were the conditions that helped sustain some of the programs? 

• What were the challenges that led to...

The authors of this paper from The Center for Innovation & Transformation in Education, define deeper learning as "directly linked to college- and career-readiness. It achieves this by shifting the focus of education to one in which students: master core academic content; develop the ability...

This report is aimed at supporting state boards of education that are working on providing significantly more students with deeper learning opportunities and facilitating board-level conversations on key related topics. The report provides foundational principles that underlie deeper learning,...

Beginning January 1, 2017, a diploma indicating graduation from a Maine secondary school must be based on student demonstration of proficiency.

In order to receive a diploma, a student must:

• have been engaged in educational experiences relating to English language arts,
...