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:
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.