REAL RESULTS.
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Responsible Approach to Accountability

Adopting a Flexible Accountability Model that Supports True Innovation and Proven Results
> Click here to read Richard's oped: 'It's time to lift up, instead of label, our schools."
> Click here for Richard's plan to ensure responsible accountability

Within his first days in office, Superintendent Woods sent a letter to then U.S. Secretary Arne Duncan, lamenting the the 'pressure and punish' model of the current testing model and urged additional federal flexibility in the area of high-stakes testing. During the last legislative session, Superintendent Woods worked with state legislators in support of and passage of a Georgia bill allowing for the maximum flexibility afforded by the federal government regarding high-stakes testing. He also supported legislation to provide paper-pencil testing options to students as well as eliminating 'sit and stare' policies that punish students for opting out of high-stakes test taking.

Taxpayers rightly demand that there be accountability for the funds that are provided to our schools. However, a rigid accountability model can stifle true innovation and diminish results. Continuing on his campaign promise of "Less Testing, More Teaching" ​Superintendent Woods worked with State Senator Lindsey Tippins as well as other key legislators to pass legislation reducing the number and weight of high-stakes testing.  This marked the largest decrease in high-stakes testing in Georgia's history. Due to his efforts,  Woods was recognized as one of Georgia Trend's 2017 100 Most Influential Georgians. 

Superintendent Woods also recommended -- and the State Board adopted -- policy that  provided the opportunity to eliminate up to five high-stakes tests for high school students. This was hailed by parents as a 'common sense move.'

​Superintendent Woods believes that we must continue to shift from the high stakes, low return testing model to a diagnostic testing model that informs instruction and supports student learning. Under his leadership, the Georgia Department of Education (GaDOE) is exploring a game-based, skill building assessment composed of interactive activities that provide timely information to parents and teachers while being engaging to students. This is an opportunity to change the culture around testing.

Under the direction of Superintendent Woods, the GaDOE commissioned a UGA study examining the state's accountability model, also known as CCRPI. This study found Georgia's metric, put into place prior to Woods taking office, too 'harsh' and 'stringent' compared to neighboring and high-performing states. Based on these facts, Woods has continued to advocate for positive changes to this metric. 
Richard Woods fought for a responsible approach to accountability -- deemphasizing testing, emphasizing opportunities & elevating teaching profession. https://ctt.ec/qhDEN+ Vote @woodsforsuper! #ClassroomCentered #ChildFocused
Richard's Record
As a former classroom teacher and school leader, Superintendent Woods knows first-hand the negative effects of micromanaging from Atlanta and Washington.
  • Called out former U.S. Secretary of Education Duncan on federal mandates for high-stakes testing
  • Supported legislation to maximize flexibility regarding high-stakes testing
  • Supported legislation to provide paper-pencil testing options to students as well as eliminating 'sit and stare' policies that punished students for opting out
  • Legislative efforts marked the largest decrease in high-stakes testing in Georgia's history 
  • Held testing companies accountable by demanding and receiving $4.5 million in free services due to technical issues
  • Hired a former Georgia principal of the year and nationally-recognized 'turnaround principal' to spearhead the Department's school improvement efforts 
  • Continues to campaign on the theme of 'Less Testing, More Teaching'
  • Recognized by Georgia Trend for his work in reducing testing
  • Successfully pushed the State Board to eliminate  up to 5 duplicative tests for dual enrolled high school students
  • Set forth a vision for a diagnostic approach to assessing students
  • Expressed deep concerns for the state's current accountability system