Products CPRE Publications Accountability and Assessment Profiles 
CPRE conducted a survey of state assessment and accountability systems in two phases between the fall of 1999 and the spring of 2000. As part of a larger study of standards-based reform, CPRE collected information on 10 states -- California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, Nebraska, Pennsylvania, and Texas. We compiled short profiles on each of these states, providing brief summaries of their policies regarding assessment, performance reporting, accountability, and alignment between their Title I and general state systems of accountability. Each profile was verified by state-based researchers for accuracy in November of 1999 and updated in June of 2000. These 10 state profiles include information on the following topics:
Between the winter and spring of 2000, CPRE extended its research on state assessment and accountability policies to the other 40 states. Data were collected from state websites, reviews of state documents, and semi-structured interviews with the directors of assessment, accountability, and Title I programs in each of the states. Completed profiles were reviewed by state respondents. Profiles for these 40 states are more extensive and provided detailed information on:
The policies reported here represent policies in place in 1999-2000. Where appropriate, we include enacted and proposed policies for 2000-2001 and beyond. The information contained herein is current only as of the time at which a profile was verified by each state, generally between April and July 2000; the month of verification is included at the top on the first page of each state profile. For updates, you are encouraged to refer to the question in each section of the profile regarding policy changes and contact the appropriate state department official listed under contact information.
These profiles were compiled by
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, Principal Investigator; Mark Duffy, Project Manager; and Kerstin Carlson-LeFloch, Project Consultant.
Funding for this work was provided by the U.S. Department of Education's National Institute on Educational Governance, Finance, Policymaking, and Management (Grant #OERI-R308A60003) and Office of Planning and Evaluation Service.
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