It is imperative that we transform the national education agenda so that each and every child may succeed. CCSSO, has worked in collaboration with members, partners and thought leaders to identify four areas of focus that will lead the systems change necessary for a true transformation of teaching and learning. Those areas are Next Generation Learning; Standards, Assessment, and Accountability; System of Educator Development; and Comprehensive Data Systems.
Alignment and the States: Three Approaches to Aligning the National Assessment of Educational Progress with State Assessments, Other Assessments, and Standards
This report will help states understand three alignment approaches: the National Assessment of Educational Progress (NAEP) Education Statistics Services Institute (ESSI) Procedural Manual; the Human Resources Research Organization (HumRRO) model; and the Surveys of Enacted Curriculum (SEC) model.
This CCSSO report informs policymakers and educators about the current status of key education policies across the 50 states that define and shape elementary and secondary education in public schools.
Effects of Teacher Professional Development Gains in Student Achievement: How Meta Analysis Provides Evidence Useful to Education Leaders
CCSSO was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning.
This report summarizes the U.S. Department of Education growth model pilot program from its inception through the conclusion of the pilot period when the growth model program was opened up to all states.
Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 States
CCSSO conducted a study of teacher professional development programs in mathematics and science through a grant from the National Science Foundation.
In May 2006, Council of Chief State School Officers (CCSSO) President Valerie Woodruff and the Board of Directors commissioned the creation of a mathematics and science education task force to address a common set of concerns regarding mathematics and science education in the United States.
The CCSSO Mathematics and Science Education Task Force convened to address a common set of concerns regarding the condition of mathematics and science education on the United States.
Validity Threats: Detection and Control Practices for State and Local Education Officials (CCSSO, 2006) is designed to assist states with developing accountability systems.
State Education Indicators with a Focus on Title I 2001-02 is based on two-page profiles that report the same indicators for each state and it is the seventh in a series.