Closing the Expectations Gap 2006 results from Achieve's survey of all 50 states on a key subset of the policies from the 2005 National Education Summit action agenda.

Achieve was asked by the Washington State Academic Achievement and Accountability Commission, Office of the Superintendent for Public Instruction, and the Partnership for Learning to conduct a study of the 10th grade Washington Assessment of Student Learning (WASL). The intent of the study was to compare the content, rigor and passing scores on Washington's tests with those of six other states that participated in Achieve's earlier study.

Achieve reviewed Pennsylvania’s newly established Assessment Anchors and related Eligible Content statements in reading and mathematics and analyzed their alignment with the state’s assessments.

Delaware asked Achieve to analyze the quality of the state's high school content standards in math and English language arts (ELA) and its course-taking requirements to determine if its expectations are sufficient to prepare students for success in college courses and the workplace.

With the participation of six states, which together enroll nearly a quarter of the nation's high school students, Achieve set out to determine how high a bar high school graduation exams set for students.

In 2004, at the request of the governor and commissioner of education and with the encouragement and support of New Jersey United, a statewide business and education coalition, Achieve reviewed the state's revised standards and related tests.

Having completed development, field-testing and administration of ISTEP+, Indiana asked Achieve to examine its assessments in English/language arts and mathematics to make recommendations for improving them.

At the request of former Superintendent Jerry Weast, Achieve conducted an evaluation of the Montgomery County Public Schools’ (MCPS’) K–12 Curriculum Frameworks and high school semester exams in English and mathematics. The review was designed to determine how well the MCPS Frameworks and exams align with the state of Maryland’s academic standards, and, more broadly, how they compare with exemplary standards from other states and nations.

Three Paths, One Destination: Standards-Based Reform in Maryland, Massachusetts and Texas creates a picture of standards-based reform that can inform other states as they make the tough choices necessary over to raise standards and achievement.

Staying on Course is an appraisal of the progress, prospects and challenges that states committed to standards-based reforms have taken on over the last half-decade.