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Accountability, Assessment, and Oversight

At CRPE, we study how assessment, accountability, and oversight can strengthen public education while fostering equity, innovation, and continuous improvement. Our research examines how traditional accountability frameworks can narrow teaching and constrain schools’ ability to adapt, and we explore approaches that measure what truly matters for student success—academic growth, deeper learning, and readiness for life beyond school. We also investigate how oversight can balance school autonomy with strong protections for access and quality, ensuring that all students are well served. Across this work, our goal is to inform accountability systems that uphold public trust while enabling schools to innovate and respond to the diverse needs of their communities.

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The Missing Piece in Math Reform: Identifying and Supporting Students with Dyscalculia
  • Research Reports    

The Missing Piece in Math Reform: Identifying and Supporting Students with Dyscalculia

Alexander Kurz, Shauna Campbell

Dyscalculia is a neurological learning disability that makes numbers and math difficult—it’s the math equivalent of dyslexia and affects a similar share of students (3-8% of school-age children).

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Small Changes, Big Relief: How States Can Support School Districts While They Work Towards Strategic Leadership
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  • The Lens    

Small Changes, Big Relief: How States Can Support School Districts While They Work Towards Strategic Leadership

Lydia Rainey, Robin Lake

State education agencies (SEAs) are being asked to do something they have rarely been asked to do before: lead. As the federal government’s influence over education recedes, leaving confusion in its wake, calls for guidance, clarity, and strategic direction are shifting to states.

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A Truce in the Accountability Wars
  • The Lens    

A Truce in the Accountability Wars

Heather J. Hough

In American education, the scars of the “accountability wars” still run deep. More than two decades after the federal No Child Left Behind Act established punitive, high-profile accountability requirements for America’s K–12 schools, states and districts remain wary of debates over testing, student performance, and school improvement.

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What Counts as Civics? A Look at How Districts Define and Facilitate Civic Learning
  • Research Reports    

What Counts as Civics? A Look at How Districts Define and Facilitate Civic Learning

Maddy Sims, Lisa Chu, AK Keskin, Lydia Rainey, Melissa Kay Diliberti

A new report from the American School District Panel, a research partnership between RAND and CRPE, examines how districts define and facilitate civic learning in an era of political polarization, competing instructional priorities, and uneven state support.

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Managing Through the Noise: How Superintendents See Shifts in the Federal Role in Education
  • Blogs    
  • The Lens

Managing Through the Noise: How Superintendents See Shifts in the Federal Role in Education

Robin Lake, Paul Hill, Lydia Rainey

In May 2025, we spoke with about a dozen superintendents across the country—and others who work closely with them—about challenges stemming from recent national events, including a much smaller United States Department of Education (ED), likely changes in federal Title I funding and oversight, and the various executive orders aimed at shifting more responsibility to the state and local levels.

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Abigail Schumwinger

Education Researcher

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