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.
New Orleanians can have it both ways—return schools to local control and build on the academic gains made since 2005. Yes, local control could mean the return of politics and bureaucracy that weaken schools and divert money away from the classroom.
With the rewritten Elementary and Secondary Education Act (ESEA), responsibility for improving outcomes for students is back where some say it has always belonged—under the purview of states.
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.
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