After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
As school district leaders take steps to address concerns about the volume of student testing through an assessment inventory process such as Achieve’s Student Assessment Inventory for School Districts, they should anticipate that families, teachers, and other important stakeholders will raise particular concerns about the testing associated with special education and related services. Students receiving special education services are a group for whom a special set of assessments may be used. Understanding who students with disabilities are and the assessments that are required for these students is important when addressing questions about the volume of testing. With this foundation, it is possible to address the “too much testing” issue for these students at the same time that the issue is being addressed for students without disabilities. This paper, developed through a partnership with the National Center on Educational Outcomes at the University of Minnesota and Achieve, was developed to provide guidance and recommendations about how to include special education in a comprehensive assessment system and address concerns about too much testing for students with disabilities who receive special education services.