Test-based accountability policy in the US has resulted in increased availability and use of assessment systems to support instructional decision making. Though limited, literature to date suggests an important role for these systems as tools, mediating teacher knowledge and action. We examine system log data from NWEA's MAP assessment to better…

When superintendent Rudy Hernandez first arrived at Cicero School District 99, he knew he had challenges to address across the district. With a near-90 percent poverty level and a student population made up of 50 percent English language learners, he knew he needed to work with teachers to build a data-driven support system to affect change.…

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools (five high schools, nine middle schools, and 20 elementary schools). Blue Valley began using MAP® Growth™ in 2005 to track students' academic growth over time and independently of grade level. In 2010 the district…

A few years ago, Marnie O. Malone and her team at Elmira City Schools found themselves facing a challenge that's all too common: How can we best support students who we know aren't likely to meet grade-level standards? To find an answer, they looked to the MAP® Suite of assessments from NWEA®. This brief case study describes how Malone and her…

This report presents a question-driven exploration of growth and achievement data using SAS EVAAS reports. The purpose of this exploration was to bring additional data, information, and ways of thinking about student growth to ongoing district conversations about the measurement of campus-level student growth.

Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school. A separate report was published in September 2013 [ED629046].

Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school. A separate update report was published in March 2014 [ED629047].

Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.

The basic concept of personalized learning (PL) -- instruction that is focused on meeting students' individual learning needs while incorporating their interests and preferences -- has been a longstanding practice in U.S. K-12 education. Options for personalization have increased as personal computing devices have become increasingly affordable…

In a Spring 2011 survey about professional development opportunity needs, Austin Independent School District teachers and campus administrators most often requested training in the state's new academic assessment and using technology.