Member Since 2017


Dr. Morgan Polikoff is an Associate Professor at the Rossier School of Education at USC. His areas of expertise include K-12 education policy; Common Core standards; assessment policy; alignment among instruction, standards and assessments; and the measurement of classroom instruction.

Published Articles & Media

The Don’t Do It Depository

Over the past 15 years, there has been a concerted effort in education research to find out “what works” and to share these policies and practices with schools.

How is Policy Affecting Classroom Instruction?

If greater attention is not paid to supporting teachers to implement new standards and reduce coverage of deemphasized content, the standards may not have much effect.

Let’s Leave the Worst Parts of NCLB Behind

Few of NCLB’s provisions received as much scorn as its singular focus on grade-level proficiency as the sole measure of school performance.

Should California’s New Accountability Model Set the Bar for Other States?

California’s new school dashboard provides solutions to criticisms of the state’s previous system. But the result may lack clarity for parents, and the most important element of all – consequences.

Is Test-Based Accountability Dead?

Three experts weigh in, and look to the future

Why Accountability Matters, and Why It Must Evolve

Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively affect student outcomes; 2) has the overwhelming support of parents and voters; 3) reinforces many other policies and facilitates quality research; and 4) has been used widely at the district, state, and national levels for decades or more.

Don’t Forget Magnet Schools When Thinking About School Choice

There are over 3,000 magnets across more than 600 school districts within 34 states, but they have received less attention in the research literature than charters.

Big Bang for Just a Few Bucks: The Impact of Math Textbooks in California

Textbooks are one of the most widely used educational inputs, but remarkably little is known about their effects on student learning.

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