Innovative Instruction & Accountability

2033 Goal

Promote district adoption of innovative instructional approaches by redesigning Georgia’s K-12 accountability system.

Key Outcome

Increase the percentage of high school graduates who meet all four ACT college readiness benchmarks to 40% by 2033, up from the current rate of 30%. Increase the post-secondary readiness rates for underserved groups, as measured by ACT, by at least 30% by 2033.

The pandemic allowed practitioners to push the “reset” button on teaching and learning. School systems used federal pandemic-relief funds to purchase digital assessments and learning software to monitor student performance and pinpoint educational standards that students had not yet mastered. These technologies enabled district and school leaders to integrate accelerated and mastery-based instructional approaches into current teaching and learning models.

The Georgia Partnership has identified Georgia’s K-12 accountability system as a key lever for promoting accelerated and mastery-based approaches and increasing the number of high school graduates who have earned post-secondary credits and credentials.

Although the Georgia Department of Education (GaDOE) recently revamped the College and Career Ready Performance Index (CCRPI), the state’s K-12 accountability framework, a next-generation accountability system should also accomplish two goals:

  1. Equip school personnel with data to monitor progress, refine strategies, and inform resource allocation decisions.
  2. Reward districts and schools that expand access to accelerated, mastery-based, and career-connected learning approaches in alignment with state and community workforce needs.

Drafting a K-12 accountability model that includes multiple measures of school quality and structures that support performance feedback and improvement.

Supporting learner-centered instruction – a model in which students are agents of their own learning and can apply skills in real-world and work-based learning environments.

  • School systems and communities revise existing district and school improvement plans by (1) identifying district challenges and opportunities with educators, students, parents, and community members, (2) prioritizing student and community needs to allocate limited funds, and (3) creating a plan to monitor progress and evaluate program effectiveness.
  • State leaders and educator and community stakeholders identify new accountability measures that support instructional transformation.
  • Career, Technical, and Agricultural Education (CTAE) program
  • CCRPI recognizes and awards districts that promote students’ post-secondary readiness
  • GeorgiaCAN
  • Metro Atlanta Chamber of Commerce
  • Southern Regional Education Board