May 28, 2014 | 
Achieve and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) developed this brief to catalyze action—providing guidance and recommendations for states on how they can take steps in the next few years to ensure that the “career” in their college- and career-ready accountability and public reporting system is not an afterthought but rather a powerful lever to focus priorities, drive progress, and ultimately see more students, and their communities, succeed.
March 14, 2014 | 
Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations.
January 13, 2014 | 
In partnership, Achieve, the Council of Chief State School Officers and EducationCounsel have developed State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal and Technical Issues. The purpose of this document is to provide states with a workbook to inform this transition to high-quality, CCR assessments, with a particular focus on the policy, legal, and technical decisions states must address. This workbook (along with state team meetings and other supports) is meant to help each state (1) evaluate its current readiness for this important transition, (2) identify priority issues for state action, and (3) develop a workplan to guide assessment transition over time. This workbook was initially presented in draft for use at the CCSSO state team meeting on transition to high-quality, CCR assessments on August 20-21, 2013. We are continuing to revise and expand as appropriate to keep information updated and relevant.
November 20, 2013 | 
New report details states' commitment to college and career readiness.
November 13, 2013 | 
This policy brief was developed through a partnership with the National Center on Educational Outcomes at the University of Minnesota and Achieve to provide guidance to state education policy leaders to support the goal of ensuring that students with disabilities leave school with meaningful diplomas. It is critical that state policies and practices encourage students with disabilities to meet the college- and career-ready standards needed to attain the state’s standard diploma - and that states align the standard diploma with college- and career-ready expectations.