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Program

Accountability Systems and Reporting (ASR)

The Collaborative for Accountability Systems and Reporting (ASR) works to identify and share strategies that improve the reliability and validity of state education agency work on school accountability models, data and decisions. ASR assisted state planning for accountability systems that met requirements for determining adequate yearly progress (AYP) of schools and districts. ASR continues to work on issues associated with growth models and data quality, with a focus on Race to the Top (RTTT), Elementary and Secondary Education Act waiver flexibility, and common core state standards.

ASR is currently working on two areas of interest:

  • Determinations of educator effectiveness using, at least in part, student achievement data. ASR is interested in the role of student assessment data and how it is combined with other indicators to form a teacher effectiveness measure, how data are displayed and interpreted for optimal use, and how educator effectiveness ratings are incorporated into accountability systems.
  • Monitoring and reporting on amendments to No Child Left Behind (NCLB) Accountability Workbooks, requested amendments and corresponding US Department of Education decisions. This work has expanded to include a focus on waivers under NCLB.

ASR is also working with the Technical Issues in Large Scale Assessment (TILSA) collaborative on two additional growth model projects:

  • A series of brochures about growth models for policy makers in the education on:
    1.     Achievement Growth and Accountability: What to Look For - and What to Look Out For
    2.     Using Student Achievement Growth for Educator Evaluation
    3.     Data Systems for Examining Achievement Growth
  • A Director's Guide to Growth Models, a comprehensive look at growth models and their use, interpretations, for state education agency staff.
  • An empirical study to examine the efficacy of four or five different growth models on high and low performing schools and districts. Three to five years of longitudinal data from four different state assessment programs will be used for analysis and comparisons.

  

ASR Collaborative Advisor: Charlene Tucker

Charlene Tucker serves as the collaborative advisor for two SCASS groups: Accountability Systems & Reporting (ASR) and Technical Issues in Large Scale Assessment (TILSA). From 2004 through 2008, Tucker was a state measurement consultant for Harcourt Assessment / Pearson. Prior to her work at Harcourt, she served from 1989-2004 in several roles at the Connecticut State Department of Education, including state assessment director. Tucker's career in education began as a public school teacher, and she continues to do consulting work for school districts in the areas of evaluation and assessment.

ASR Associate Collaborative Advisors: Douglas Rindone and Duncan MacQuarrie

Douglas Rindone serves as the associate collaborative advisor of two SCASS groups: Accountability Systems & Reporting (ASR) and Technical Issues in Large Scale Assessment (TILSA). He has also been the CCSSO liaison for two state collaborative federal Enhanced Assessment Grants (EAG) projects. From 2003 through 2006, Dr. Rindone was a state measurement consultant at Harcourt Assessment. Prior to his work at Harcourt, Dr. Rindone served as the chief of the bureau of research, evaluation and student assessment for the Connecticut Department of Education.

Duncan MacQuarrie serves as the associate collaborative advisor of two SCASS groups: Accountability Systems & Reporting (ASR) and Technical Issues in Large Scale Assessment (TILSA). From 2003 through 2006, MacQuarrie was a senior measurement consultant for Harcourt Assessment. Before that he served four years as the assessment manager for the Tacoma (WA) Public Schools after working for the Washington Office of Superintendent of Public Instruction (OSPI) for sixteen years (including as director of assessment). For fifteen years before his service in the K-12 sector he was a higher education faculty member. He has been a member of both AERA and NCME for over forty years and was a member of the NCME Board of Directors for three years.

State Members:

Alabama, Alaska, Connecticut, District of Columbia, Department of Defense Education Activity, Delaware, Hawaii, Iowa, Kentucky, Louisiana, Michigan, Mississippi, Missouri, Nebraska, Ohio, Pennsylvania, Tennessee, West Virginia, Wisconsin, Wyoming

Associate Members:

CTB, DRC, ETS, LPA, Pearson, WestEd

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