POG development approaches vary across states, with about a dozen state education agencies leading standardized statewide frameworks and other states leaving development to individual districts¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? About a dozen state education agencies, such as Indiana, North Carolina, Virginia, and Washington, have led development of a standardized POG framework outlining essential competencies every student in the state must achieve. → Terrell 2025 q2 i? In states such as California, Colorado, Illinois, and Iowa, POG adoption is optional and development is led by individual districts, allowing customization to local needs. → Terrell 2025

Evidence¶

Terrell 2025¶

Terrell, J. H., Ahigian, R., Garvey, M., & Barzee, S. (2025). Building future-ready students: The state of Portraits of a Graduate Frameworks. WestEd. https://eric.ed.gov/?id=ED673550

q2 · i? · review · r2

A document scan of publicly available state and district POG documents and websites as of October 2024, summarized in the brief's review of "State- and District-Level Development of Portraits of a Graduate." The brief reports that "About a dozen state education agencies" have led standardized statewide frameworks, while in other states adoption is district-led and optional.

"About a dozen state education agencies, like those in Indiana, North Carolina, Virginia, and Washington, have led the development of a standardized POG framework that outlines the essential competencies that every student in the state must achieve."

Discussion¶

Related Claims¶

• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions — related
• POG frameworks most frequently emphasize communication, critical thinking, collaboration, and perseverance/adaptability among their competencies — related
• The self-monitoring process was piloted in 1988-89 in selected districts across North Carolina's eight educational regions — related
• Case-study states rely on locally developed performance assessments created and piloted by teachers, with collaborative scoring — related
• States integrate performance-based assessments as a complement or alternative to traditional multiple-choice tests within a broader assessment strategy — related