The Common Core State Standards: Insight into Their Development and Purpose
Written by EPIC Founder Dr. David Conley for the Council of Chief State School Officers (CCSSO) in June 2014.
Measures for a College and Career Indicator: Course-Taking Behavior
This white paper considers course-taking behavior—specifically the a–g subject requirements for the University of California (UC) and the California State University (CSU) systems, career technical education (CTE) course pathways, and an integrated course pathway—as potential measures to be included in California’s college and career indicator.
Measures for a College and Career Indicator: Innovative Measures
This white paper considers innovative measures—specifically metacognitive assessments, performance assessments, and the California State Seal of Biliteracy—as potential measures to be included in California’s college and career indicator.
NAEP Grade 12 Preparedness Research College Course Content Analysis Study (Final Report)
The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th…
National Assessment Of Educational Progress Grade 12 Preparedness Research College Course Content Analysis Study
The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th Grade Preparedness Research to assess what NAEP can report on the academic preparedness of 12th grade students entering college and job training. The Governing Board commissioned the Educational Policy Improvement Center in October 2012 to conduct the College Course Content Analysis (CCCA) study, which used course artifacts to identify the prerequisite knowledge, skills, and abilities (KSAs) in mathematics and reading that are necessary for students to be prepared to qualify for entry-level, credit-bearing courses that satisfy general education requirements.
Measures for a College and Career Indicator: College Admission Exams
This white paper considers college admission exams—specifically the SAT® and ACT®—as potential measures to be included in California’s college and career indicator. The paper begins by presenting a brief overview of the two exams, their respective histories, and their current applications to other state accountability systems. Next, the SAT and ACT are evaluated against the framework being used for all five categories of potential college and career preparedness measures. This white paper concludes with a summary that identifies major strengths, weaknesses, and trade-offs.
Measures for a College and Career Indicator: Advanced Coursework
This white paper considers advanced coursework—specifically Advanced Placement® (AP) or International Baccalaureate® (IB) Diploma Programme course-taking (participation) and/or exam scores—as measures of college and career preparedness. It begins by presenting a brief overview of the two programs, their respective histories, and their current applications in other states’ accountability systems. Next, the programs are evaluated against the framework being used for all five categories of potential college and career preparedness measures.
Measures for a College and Career Readiness Indicator: College Admission Exams
This white paper considers college admission exams—specifically the SAT® and ACT®—as potential measures to be included in California’s college and career indicator. This white paper begins by presenting a brief overview of the two exams, their respective histories, and their current applications to other state accountability systems. Next, the SAT and ACT are evaluated against the framework being used for all five categories of potential college and career preparedness measures. This white paper concludes with a summary that identifies major strengths, weaknesses, and tradeoffs.
Learning Strategies as Metacognitive Factors: A Critical Review
This paper highlights the conceptual soundness of explicitly acknowledging and developing metacognitive factors in the learning process. It also demonstrates the feasibility of measuring these skills and of the ways in which schools, districts, and states can incorporate them into practice, first on a limited, experimental basis, with the commitment to scaling them up when they demonstrate success.
Creating Systems of Assessment for Deeper Learning
This report authored by David Conley, founder of the Educational Policy Improvement Center, and Linda Darling-Hammond of the Stanford Center for Opportunity Policy in Education describes how state policymakers and education leaders can strategically design systems of assessment and accountability in ways that support learning for students, educators, and systems, alike.