The decisions states make regarding what their assessments look like and what kind of information they produce inevitably shape instruction. Since the No Child Left Behind Act of 2001 ushered in an era of testing-based accountability for schools, state assessments have been governed by a set of design decisions that emphasize easily generated,…

The U.S. Department of Education has required educational collection and reporting. For postsecondary institutions, this requirement has evolved from the Higher Education General Information Survey (HEGIS), which was used from the 1960s to the 1980s, to the Integrated postsecondary Education Data System (IPEDS) (Aliyeva, Cody, & Low, 2018).…

This report offers 11 indicators and elements of high quality inclusion in the early care and education environment including: (1) physical environment; (2) children's autonomy and child-centered approaches; (3) family partnerships; (4) social emotional learning and development; (5) meaningful interactions with peers; (6) curriculum; (7)…

Testing is a modern high-quality method of knowledge check. Informatization which began in the late XX-early XXI century contributed to the growth of various tests. However, the inclusion of tests in the educational process is at a slower pace. This is largely due to the lack of a methodological basis for test development. It is proved that the…

Against a backdrop of increasing pressure globally to enhance the quality of teacher preparation, and a corresponding push to 'measure' this performatively, we present a context-specific framework for identifying the quality of initial teacher education (ITE). The framework derives from a project involving all Scottish ITE providers. It adopts a…

Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its…

This white paper offers an approach for using a theory of action as an outline to develop the State Systemic Improvement Plan (SSIP) Phase II evaluation questions and plan that will guide the SSIP work in Phase III and beyond. Key areas of focus include generating evaluation questions at each level of outcomes, identifying essential steps and…

In this article, we discuss the process of standardization of Higher education (HE) initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization of European Higher Education Arena (EHEA). Empirically, we perform a comparative review of the Scorecards indicators at the base of the Bologna Process…

In recent years, e-learning and b-learning designs for graduate courses have proliferated in the European Higher Education Area. This paper includes the definition for a model for the assessment of the quality of on-line teaching based on an audit by specialised technical personnel who are independent of the design of the teaching materials and…

In Spring 2020, National Association of Charter School Authorizers (NACSA) convened a working group of authorizers and other stakeholders to learn more about the challenges they faced, given the data gaps caused by COVID-19, and to ask what guidance was needed for the sector to adapt to these unusual circumstances. Based on their feedback and…

Measures of student disadvantage--or risk--are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new…

Most states have developed or revised school accountability systems in response to the Every Student Succeeds Act (ESSA). While these systems include multiple indicators, to many stakeholders the outcome of central interest is the overall rating or classification produced for each school. These ratings are often used to identify schools that merit…

Since March 2020, COVID-19 has required the implementation of remote learning options in K-12 public schools across North Carolina, ranging from fully online classroom experiences to hybrid scenarios in which students attend school both in person and remotely. In some locales, students continue to attend school in person most of the time, but with…

The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement is essential for implementing any viable RTI system, and implementing such a system in early…

The purpose of the "District Self-Assessment Tool" is to provide school district and community stakeholders with an approach for assessing district capacity to support a college readiness indicator system and track progress over time. The tool draws on lessons from the collective implementation experiences of the four College Readiness…