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 essay was written for the PIE Network 5th Annual Policy Summit, September 2011. The authors argue that state education agencies need to shift from their role of compliance monitor to performance manager—a shift most are ill-positioned for.
This essay was written for the PIE Network 5th Annual Policy Summit, September 2011. The authors argue that states can maximize their support for turnaround work by pushing for bold, workable plans, providing technical assistance, helping districts find and train leaders, and offering political cover for tough decisions.
This essay was written for the PIE Network 5th Annual Policy Summit, September 2011. The authors note that state education agencies have been tasked with increasing student outcomes on fewer funds and examine whether they are up for the challenge.
CRPE Senior Research Analyst Betheny Gross presented this overview of the latest evidence on choice policies including public school choice, vouchers, and charter schools at the National Conference of State Legislatures Legislative Summit 2011, in San Antonio, Texas.
This study identifies key functions performed by state education agencies, estimates the relative level of resources devoted to each activity, and explores ways SEAs could free up resources to build school improvement capacity.
This working paper reports on a meeting in which representatives from several states gathered for a candid discussion of the lessons learned from Louisiana’s dramatic school turnaround efforts.
This report is the conclusion of an extensive six-year national study funded by the Bill & Melinda Gates Foundation. The authors criticize school finance systems for being outmoded and not linked to student results and offer a four-part action plan for overhauling today’s school finance systems.
No results found.