The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

This document offers a brief guide to understanding Virginia's system for holding schools accountable for raising student achievement. Virginia's accountability system supports teaching and learning by setting rigorous academic standards--known as the Standards of Learning (SOL)--and through annual statewide assessments of student achievement.…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in bilingual multicultural education programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, these are: (1) students become bilingual and…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) students become bilingual and…

This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields.

Since 2005, the Thomas B. Fordham Institute has published annual analyses of Ohio's state report card data, focusing on district and charter schools in Ohio's Big Eight urban areas: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown. For the 2017--18 school year, we provide an overview of Ohio's assessment and report…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, these are: (1) students become bilingual and…

Until the late 1990s, Qatar's educational system used the intrinsic-nationalistic and cultural traditions of Arabic schools. The Qatari leadership and stakeholder was outdated; hence, they approached the RAND Corporation to examine and analyze the existing educational system and recommend options for building a new educational system. The RAND…

This report presents a multi-year study of how states are implementing their state college- and career-readiness standards. In this report, the Southern Regional Education Board's (SREB's) Benchmarking State Implementation of College- and Career-Readiness Standards project studied state efforts in 2014-15 and 2015-16 to foster effective…

The Southeast Comprehensive Center (SECC) at American Institutes for Research (AIR) publishes this biannual update of college- and career-readiness standards and assessment (CCRS-A) resources. This list of resources is designed to assist staff in state education agencies (SEAs) and other educators in their curricula, instruction, standards, and…

This report focuses on the progress made and challenges faced by the nine states in achieving the first three objectives for which they were held accountable for use of their Race to the Top Early Learning Challenge (RTTELC) funds. It discusses discrete findings related to these objectives in relevant chapters of the report: Tiered Quality Rating…

This report uses international benchmarking as a common metric to examine and compare what students are expected to learn in some states with what students are expected to learn in other states. The performance standards in each state were compared with the international benchmarks used in two international assessments, and it was assumed that…

U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments…

In the 2013-14 school year, twenty-four states required students to be proficient on standardized tests in order to graduate from high school. But starting next year, and in the years to come, states will launch more rigorous, college- and career-ready assessments aligned to the Common Core. As they do so, they should revisit the stakes on these…