Accountability Systems and Reporting (ASR)
The Accountability Systems & Reporting (ASR) collaborative works to identify and share strategies that improve the reliability and validity of 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 under the No Child Left Behind (NCLB) legislation. ASR continues to work on issues associated with growth models and data quality, with a focus on Race to the Top (RTTT) and Common Core State Standards. ASR is releasing a series of papers on transitions focusing on growth models.
Current ASR SCASS Activities and Resources
- 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. ASR is working with WestEd to conduct research concerning how teacher effectiveness data are displayed and interpreted for optimal use. ASR is also interested in the policy and legal implications of revealing teacher effectiveness data.
- ASR has historically monitored and reported on amendments to state NCLB Accountability Workbooks, requested amendments and corresponding USED decisions. That work has now expanded to include a focus on waivers and "flexibility" related to NCLB legislation, including whether reporting requirements to the USED will change given the different directions that states are taking. States must still propose an accountability system likely to improve student achievement and school performance, close achievement gaps, and increase the quality of instruction for all students without weakening state attention to certain issues such as graduation rates, subgroup achievement, etc.
- ASR continues to discuss and investigate issues related to growth models used in state accountability systems. Experts such as Katherine Castellano, Andrew Ho, Bill Auty, and Pete Goldschmidt have provided professional development for state and associate members on this topic.
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 through 2004 in several roles at the Connecticut State Department of Education, including that of 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
Doug 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, Rindone was a state measurement consultant at Harcourt Assessment. Prior to his work at Harcourt, 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 state 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.
2012-13 State Members
Alabama, Alaska, Connecticut, District of Columbia, Delaware, Hawaii, Illinois, Iowa, Kentucky, Louisiana, Michigan, Mississippi, Missouri, Nebraska, North Carolina, Ohio, Pennsylvania, Utah, West Virginia, Wisconsin, Wyoming
2012-13 Associate Members
American Institutes of Research, College Board, Data Recognition Corporation, eMetric, Measured Progress, Pearson
2012-13 Affiliate Members
Wisconsin Center for Educational Research
- PublicationGuide to United States Department of Education Growth Model Pilot Program 2005-2008
- PublicationDetermining Adequate Yearly Progress in a State Performance or Proficiency Index Model
- PublicationImplementer’s Guide to Growth Models
- PublicationKey Elements for Educational Accountability Models
- PublicationQuality Assurance Practices Associated with Producing Cohort Graduation Rates
- PublicationValidity Threats: Detection and Control Practices for State and Local Education Officials
- PublicationPolicymakers’ Guide to Growth Models for School Accountability: How Do Accountability Models Differ?
- PublicationA Framework for Examining Validity in State Accountability Systems
- PublicationKey Elements for Educational Accountability Models in Transition: A Guide for Policymakers
- PublicationStatewide Educational Accountability Systems Under the NCLB Act—A Report on 2009 and 2010 Amendments to State Plans