Outcome Measures
New Findings in the Effectiveness and Operation of Small Public High Schools of Choice in New York City
Submitted by CCRS Center on
More than 200 small high schools serving predominantly low-income and minority students have opened in New York City since 2002. They replaced more than 23 large high schools identified as failing.
Some Assembly Required: Building a Better Accountability System for California
This brief argues that California and many other states have the foundations in place to build better accountability systems, and proposes a three-pronged approach to put California back on the path of national leadership.
Reality Check: Tracking Grads Beyond High School
Using Oklahoma as a case study, this article provides analysis of what happens to students after high school graduation.
Getting to 2014 (and Beyond): The Choices and Challenges Ahead
This series of essays explores the challenges of implementing so many education reforms—such as new Common Core standards, new assessments, new accountability systems, new teacher evaluations, new data systems, and for some states, Race to the Top—all at once, provides a framework for policymakers to think about the choices ahead, as well as strategies and solutions to unexpected conflicts.
Data That Matters: Giving High Schools Useful Feedback on Grads' Outcomes
This report argues that college and career readiness information should be collected and shared publicly in order to support data-driven decision making aimed at increasing student success.This report also defines the four characteristics of a successful college readiness report - transparent, thorough, timely, and tailored.
College- and Career-Ready: Using Outcomes Data to Hold High Schools Accountable for Student Success
This report examines the need for improving high school accountability for preparing students for college and careers. The report also provides examples of how states use outcomes data to track student success beyond high school and how that data is used to hold schools accountable.
It's About Time: A Framework for Proficiency-Based Teaching & Learning
This workbook, a product specifically requested by the Oregon Department of Education, addresses the topic of proficiency in an attempt to define it objectively and ensure its consistency in the measurement of student achievement across schools and districts. It articulates the many manifestations of proficiency-based practices in the classroom and addresses the common concerns and questions of those exploring “proficiency.” The workbook makes a case for how schools and districts can and will ultimately benefit from this redesign.
Are Personalized Learning Environments the Next Wave of K-12 Education Reform?
This paper discusses the 16 Race to the Top grantees in 2012 -- a year in which the U.S. Department of Education highlighted the need for personalized learning environments. Specific attention is paid to the successful design and innovation plans of each grantee state, with a focus of four main activity areas within the context of personalized learning. This paper summarizes opportunities for innovation and potential challenges in constructing effective personalized learning environments, with the ultimate hope of providing key takeaway points for improvements in teaching and learning.
Schools, Districts, and States Transform Seat-based Requirements into Competency-based Pathways to College- and Career-Readiness
Schools today are struggling to achieve innovation, efficiency, and effective reform with limited financial resources. To allay these challenges met by education leaders, the U.S. Department of Education has suggested some approaches to increase educational productivity. Among these recommendations, the Department makes a strong case for policies targeted at personalized learning and competency-based pathways.