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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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New CRPE Study of Washington State Principals
  • The Lens    

New CRPE Study of Washington State Principals

Christine Campbell, Michael DeArmond

The Center on Reinventing Public Education (CRPE) has received a $435,000 grant from the Bill & Melinda Gates Foundation to study principals in Washington State and how they are hired and supported by the state’s school districts.

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Tinkering Toward Transformation: A Look at Federal School Improvement Grant Implementation
  • Research Reports    

Tinkering Toward Transformation: A Look at Federal School Improvement Grant Implementation

Sarah Yatsko, Robin Lake, Elizabeth Cooley Nelson, Melissa Bowen

In 2009, the federal government committed over $3 billion to help states and districts turn around their worst-performing schools. This report looks at the results of a field study of the first-year implementation of those grants in Washington State, where researchers found that districts and schools are using the grants for only marginal change.

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The Changing Role of States in Education: The Move from Compliance to Performance Management
  • Research Reports    

The Changing Role of States in Education: The Move from Compliance to Performance Management

Patrick J. Murphy, Paul Hill

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.

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