scholarly journals How do states integrate performance assessment in their systems of assessment?

2018 ◽  
Vol 26 ◽  
pp. 13
Author(s):  
Elizabeth Leisy Stosich ◽  
Jon Snyder ◽  
Katie Wilczak
Keyword(s):  
Performance Assessment ◽  
School Accountability ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
Graduation Requirement ◽  
Local Systems ◽  
College And Career ◽  
State And Local

This paper reviews state strategies for incorporating performance assessment in policy and practice. Specifically, the paper reviews the use of performance assessment in 12 states in the Innovation Lab Network, a group committed to developing systems of assessment that provide meaningful measures of college and career readiness. This review suggests that states relied on four central approaches for integrating performance assessment in state and local systems of assessment: 1) classroom purposes, 2) graduation requirement, 3) school accountability purposes, or 4) federal accountability. We review these approaches and the benefits and challenges associated with each strategy.

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 131-140
Author(s):  
Jessica L. Monahan ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Sarah R. Carlson ◽  
Jennifer Freeman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Students With Disabilities ◽  
Academic Outcomes ◽  
Empirical Support ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career

A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.

scholarly journals Redesigning assessment and accountability: An introduction

2018 ◽  
Vol 26 ◽  
pp. 7
Author(s):  
Elizabeth Leisy Stosich ◽  
Soung Bae ◽  
Jon Snyder
Keyword(s):  
Performance Assessment ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Special Issue ◽  
New Paradigm ◽  
Multiple Measures ◽  
College And Career ◽  
State Education ◽  
And Performance ◽  
Taking Action

This special issue advances the discussion of redesigning assessment and accountability that began in the August 2014 Education Policy Analysis Archives article, “Accountability for college and career readiness: Developing a new paradigm” by Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger. This issue focuses on the potential for multiple measures approaches to accountability and performance assessment to support more meaningful learning as part of a redesigned system of support and accountability. We bring together two reviews of state policy with commentaries that describe district, network, state, and university efforts to integrate multiple measures and performance assessment in systems of accountability. This issue helps to illustrate how educators at all levels of the system—schools, districts, networks, and state education agencies—are taking action to reimagine a more supportive and equitable educational system.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

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