Participating MAA impact group Projects
AL: Communications campaign to inform policy decision-makers about the new Alabama Comprehensive Assessment Program and case making for setting a CCR cut score with the new assessment.
AZ: Field testing of Arizona Education Progress Meter, Expect More Arizona’s tracker on eight P-20 indicators, in a representative community to garner feedback, determine local concerns, and improve the design of the instrument to better inform communities on their students’ progress.
CA: Pilot project with a representative school district to analyze and report out on their experience with the California School Dashboard, LCAP, and LCFF processes and recommendations for how to improve all three elements of the state’s accountability system.
CO: Design of an authentic community engagement strategy and process to elevate stakeholder voices in Denver (as a pilot) and across the state in providing recommendations on the state’s accountability system.
GA: Complementing the state’s participation on the ESSA Innovative Assessment Pilot, expansion of GPEE’s effort via an Assessment Inventory protocol to better inform school districts on assessment and measurement best practices.
IL: Development of a shared lexicon around identifying a “trauma-informed” school, and report and recommendations on inclusion in state accountability system.
LA: Development of a backgrounder on the state’s strong MAA policies and dissemination to legislative candidates via the comprehensive Louisiana Reset communications campaign.
MS: Analysis and report with recommendations to state leaders on the development of a K-3 accountability system.
OH: Complement ongoing School and District Report Card study group efforts by adding more diverse voices, e.g., families, employers, civil rights advocates to the study group.
TN: Landscape analysis of various agencies’ data collection on students culminating in a report outlining these efforts and providing recommendations for consolidating information.
WA: Targeted outreach to organizations representing refugee populations and specific Seattle neighborhoods to better inform their communities about learning standards, assessments, and education-to-career pathway planning.