Achieve conducted an evaluation of the state's science standards, originally adopted in 1996, and the alignment of its grade 4 and 8 tests to those standards.

Achieve reviewed the strengths and weaknesses of the state's K–12 standards in English language arts and math, comparing them to Achieve's benchmark standards and to the ACT Standards for Transition. We also conducted two different alignment studies: one to determine how well Oklahoma's tests matched its standards in English language arts and math and a second to see how well the ACT tests in English, reading and math matched Oklahoma's standards.

Achieve focused on overall progress made in standards, assessments and accountability and reported that Oklahoma consistently maintained efforts to raise achievement for more than 10 years, establishing a firm foundation for standards-based reform.

Aiming Higher focuses on the state's role in setting and measuring higher academic standards; holding schools, districts and students accountable for results; strengthening teaching; and helping schools and districts build capacity to make the changes consistent with the reforms while sustaining public support for them.

The success of standards-based education systems depends on two elements: strong standards, and assessments that measure what the standards expect. States that have or adopt test-based accountability programs claim that their tests are aligned to their standards. But there had been, up to this point, no independent methodology for checking alignment. This paper describes and illustrates such a methodology and reports results on a sample of state tests.

This report focused on the state's role in four key areas: setting and measuring higher standards; holding districts, schools and students accountable for results; strengthening teaching and helping schools and districts build capacity to implement reform; and sustaining public support for standards-based reform.

Achieve conducted an evaluation of the state's K–12 mathematics standards and grade 10 Massachusetts Comprehensive Assessment System (MCAS) tests in English language arts and math. The state's English language arts standards weren't analyzed because Achieve believes these are already among the best standards in the nation and uses them as "exemplary standards" against which other states' standards are compared.

Achieve and the Council for Basic Education (CBE) jointly reviewed Minnesota's Profile of Learning, which specifies skills and knowledge students are expected to learn, and the state's support system and accountability policies. Achieve also conducted an intensive study of the quality, rigor and alignment of the 3rd and 5th grade Minnesota Comprehensive Assessments (MCAs) to the Profile of Learning standards for reading, writing and math.

This report presents the results of Achieve’s in-depth evaluation of the quality, rigor and alignment of New Jersey’s standards and assessments in language arts literacy and mathematics.

Achieve found several strengths in the Minnesota system, including the strong stance taken on standards-based reform and the commitment to using standards to improve teaching and learning.