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Assessment for Good

Assessment for Good will develop asset-based formative assessment tools to eradicate the persistent gap in opportunity experienced by Black and Latinx learners, aged 8-13, in classrooms across the US.

Through achieving transformational improvements in how we understand and support wellbeing, AFG seeks to reduce negative and segregated learning experiences, improve educator decision-making, and improve learner outcomes across academic, emotional, and social domains.

Program Overview

It is more important than ever for all students to feel welcome, safe and understood at school and for learning environments to support this goal.

Over the last two years, educators, learners, and caregivers have undergone unimaginable change – with learning occurring at kitchen tables, through learning pods, in our neighborhood schools, and in community spaces. Throughout all of this, getting a good understanding of the ways in which young people have grown across academic, social, and emotional domains has been of primary interest to families, educators, and policy makers.

Assessment for Good (AFG), under the Advanced Education Research and Development Fund (AERDF), is an inclusive research and development program focused on producing effective solutions that result in a relevant, responsive, and accessible system of asset-based formative assessment that educators, caregivers, or learners themselves can leverage across academic, emotional, and social domains.

Through a series of investments, Assessment for Good hopes to see the following outcomes for Black and Latinx learners aged 8 – 13:

  • the reduction of negative or segregated learning experiences,
  • more informed caregiver and educator decision-making, and
  • improved learning environments that support the academic goals and social and emotional wellbeing of learners and educators.

Assessment for Good is committed to protecting student and child privacy in all aspects of our program. Among other requirements, all Awardees must contractually agree to adhere to our strict privacy and security requirements and projects must go through Institutional Review Board (IRB) review.


See our Careers page to learn more about new roles open with the AFG team.

Leadership & Partnerships

AFG’s Advisory Council consists of leaders across the nation who are educators, founders, caregivers, activists, students, and researchers who share the program’s belief in Inclusive R&D. The Council will set the standard on what counts as evidence and influence AFG’s processes, goals, investment decisions, and overall outcomes during the program’s lifecycle.

Abhi Nangia leads, a nonprofit on a mission to humanize learning.

Akil Bello is an educator, entrepreneur, and advocate who has worked in admissions testing and educational access for almost three decades.

Anand Eng-Thakker is a Staff Software Engineer at Desmos.

Annie Tan is a special education teacher, storyteller and activist teaching in Sunset Park, Brooklyn.

Avery is a high school student in Michigan.

Byron Durias is an experienced principal with a demonstrated history of successfully working in middle and high school education.

Damon Bryant is an Assistant Professor of Psychology in the Graduate Program in Psychometrics within the Department of Psychology at Morgan State University.

Deborah Rivas-Drake is the Associate Dean for Diversity, Inclusion, Justice, and Equity
at University of Michigan School of Education

Elaine Townsend Utin is the Co-Founder and Executive Director of LatinxEd and adjunct professor at the University of North Carolina – Chapel Hill.

Erica Buddington is the CEO/ Founder of Langston League and a self-taught public historian.

Fantasy T. Lozada is an assistant professor of Developmental Psychology at Virginia Commonwealth University.

Gina Angeli is a caregiver in Michigan.

Heidi Oliver-O’Gilvie is the current Director of Leadership Development in a large school district.

Jamila Dugan is an author, leadership coach and researcher focusing on culturally rich education environments and anti-racist approaches to learning.

Jomar is a high school student in Massachusetts.

Macie is a college student in Michigan.

Mondo Davison is the founder of Schoolz & Local Linkz, which merge tech, art, and media to deliver culturally rich content at scale.

Monise Seward is a veteran educator who has more than 10 years experience serving students with disabilities in various capacities.

Nancy Duchesneau is a Senior P-12 Research Associate at The Education Trust, where she leads the Social, Emotional, and Academic Development work.

Selena A. Carrión is an ELA teacher, library media specialist, activist, and writer currently working in the New York City public schools.

Tyrone Martinez-Black is the practice integration specialist at the collaborative for academic, social, and emotional learning (CASEL).

YJ Kim is an Assistant Professor, Curriculum & Instruction UW-Madison.

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