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.
This is the second blog in a four-part series originally published on eduwonk.com. Though rural K-12 education in most places is performing reasonably well on traditional academic instruction, schools need to give young people better linkages, both to further learning and employment close to home, and to higher education and jobs in urban areas.
This is the first blog in a four-part series originally published on eduwonk.com. Place-based education is vitally important for rural (as for urban) areas, but it can’t be pursued to the point of denying rural high school graduates a real choice about whether to attend college or do something else.
The Council of Chief State Schools Officers is meeting this week to discuss rural education. While worries about America’s public education system often focus on large cities, rural districts educate millions of American students, and they do so with less support and attention than their urban and suburban counterparts.
This blog was originally published in the Huffington Post. Last month, a highly polarized debate waylaid a House vote on the federal government’s most important education legislation: the LBJ-era Elementary and Secondary Education Act (ESEA).
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