The Johns Hopkins Institute for Education Policy examines a broad range of current educational issues from the perspectives of research, policy and implementation. On this page, the Institute will be posting policy papers on the major challenges facing Pk-20 education.
State accountability frameworks provide an important opportunity to provide consistent and transparent reporting of key school information to students, parents, educators, and other stakeholders. Under ESSA, states have significant flexibility in determining the indicators they will use to evaluate schools and determining appropriate supports and interventions. One key requirement is for states to include an “indicator of school quality or student success” in their systems. While this indicator cannot be given significant weight, it does play an important role in systems to signal what the state considers important in school performance. Read the report.
The Institute provides research to policymakers in the field of K-12 education. The following brief provides a recent example of our work with Chiefs for Change, a non-profit organization that supports multiple state education leaders and district superintendents as they work to create stronger student achievement in their states and cities.
The brief – ESSA and Evidence: Why it Matters – suggests how states can use the evidence-based provisions in the Every Student Succeeds Act to boost student learning.
January 28, 2016
David Steiner testifies before the Maryland General Assembly, Ways and Means Committee regarding college readiness and the importance of strong teacher curriculum and teacher preparation. Click here to watch the video.
December 1, 2015
David Steiner provided testimony on teacher preparation programs to the Maryland General Assembly Joint Subcommittees on Education. Click here to watch his remarks.
Educational accountability has become a central issue in contemporary reform efforts, with particularly heated debate over efforts to measure the effectiveness of teachers through test scores as well as classroom observations. But the issue is wider than this, encompassing principal and whole school performance, and potentially school districts and school superintendents. The document below was the result of discussions in Washington, D.C., involving a wide range of practitioners, academics and policy makers. Johns Hopkins Institute for Education Policy Director David Steiner was one of those involved and a signee of the document.
An Open Letter On School Accountability To State Superintendents Of Education And Governors:
September 24, 2014
Meeting under the auspices of the Center on Reinventing Public Education and the Thomas B. Fordham Institute, a group of scholars and policy experts has reviewed the current debate about K-‐12 school accountability. In most states, accountability policy is in flux, due to conflict around the Common Core State Standards, uncertainty about whether and how to hold teachers accountable, and teacher and (more limited) parent resistance to testing. Read more.