全球智库信息集成服务系统

Key Findings:

• Most states adopted and most principals and teachers reported implementing state standards that focused on college- and career-readiness in 2013–14.
• Many state assessments incorporated more sophisticated response formats to better assess students’ college- and career-readiness.
• States used ESEA flexibility to move away from the 100 percent proficiency goal required under the 2002 reauthorization of ESEA (known as the No Child Left Behind Act (NCLB)) and to target a narrower set of schools—those with persistently lowest performance or substantial student achievement gaps—for additional support.
• Almost all states adopted new laws or regulations related to educator evaluation systems between 2009 and 2014, and 60 percent of districts reported full or partial implementation in 2013–14.