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STIAchievement Services White Papers

	Credit Recovery has become a popular topic of interest in many schools as they struggle with failed credits among their students. This article outlines the current problem, the research, and a model for credit recovery that does not dilute the meaning of the Carnegie unit of credit for coursework. Using a formative assessment, skill-by-skill approach, teachers can assist students in regaining the credits they have lost. The sooner these credits can be recovered, the better for the student who needs to recover them.
	A common theme has been resonating throughout the consortia that are working on Common Core State Standards. It is the ideology that the era of the �bubble tests� is over. In order for American students to compete globally, they must be able to do more than make educated guesses as to which answer choice correctly answers the question. Problem solving skills and critical thinking practices must be used. This article addresses these two concepts and offers suggestions how to implement these into instructional lessons.
	This paper outlines the Achievement Services’ process for school improvement. Using formative assessments, data analyses, and instructional changes based on the analyses, schools have the ability to make school improvement efforts that can be evident on summative state assessments. Based on evidence found in the study, Achievement Services adheres to the evidence-based summation that using formative assessments, which are implemented with rigor and fidelity followed by instructional changes, is perhaps the best model schools can embrace to improve student proficiency.
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Looking for our other white papers? Click Here for State-Wide Improvement Under STIAssessment, Student Learning Under the Microscope and Formative Assessment and Its Uses for Improving Student Achievement