Chris Domaleski is a nationally-recognized leader in the design, implementation, and evaluation of assessment and accountability systems. Chris uses his extensive background in psychometrics and policy to advise education leaders in making sense of complex technical problems, and identifies real-world solutions to improve practice. Current interests and projects include designing innovative accountability systems that more fully incentivize and measure school quality, developing models for comprehensive assessment systems to support multiple purposes and uses, improving assessment design and practice for students with significant cognitive disabilities, and evaluating the effectiveness and impact of education policy.
As Associate Director, Chris Domaleski partners with Executive Director Scott Marion to manage the operations of the Center. He also plays an active role as a consultant to multiple states supporting the development, implementation, and evaluation of assessment and accountability systems.
He serves on several state technical advisory committees; is the coordinator of the Council of Chief State School Officers (CCSSO) State Collaborative on Accountability Systems and Reporting; and regularly provides technical support to a variety of agencies, organizations, and policy-makers at the state and national level.
He received a Ph.D. from Georgia State University concentrating in Research, Measurement, and Statistics and he has taught numerous graduate courses in research methods and statistics at Georgia State University and the University of Georgia. He is a former associate editor for the prestigious Journal of Educational Measurement and regularly publishes his research and presents at national conferences.
Prior to joining the Center, Chris was Associate Superintendent for Assessment and Accountability at the Georgia Department of Education, where he was responsible for the development and administration of the state’s K-12 testing program and accountability systems.
Chris Domaleski strives to help states and organizations improve student achievement by providing technical solutions to implement innovative and effective assessment and accountability systems.
Recent and Relevant Publications
Domaleski, C., D’Brot, J., Pinsonneault, L., Gong, B., & Brandt, C. (2023). The Path Forward for School Accountability: Practical Ways to Improve School Accountability Systems Now. National Center for the Improvement of Educational Assessment.
Domaleski, C. & Marion, S. (2020). Restart and Recovery: Alternative Approaches to State Testing in 2021. Council of Chief State School Officers, Washington, D.C.
Domaleski, C. (2020, September). Breakthrough or Breakdown? School Accountability in Flux. The State Education Standard, 20(3), 18-23.
Domaleski, C. & D’Brot, J. (2019). Evidence of Improvement: Guidelines to Inform Exit Criteria for ESSA State Accountability Systems. Council of Chief State School Officers, Washington, D.C.
Domaleski, C., Betebenner, D. & Lyons, S. (2018). Promoting More Coherent and Balanced Accountability Systems. National Center for the Improvement of Educational Assessment, Dover, NH.
Domaleski, C., D'Brot, J., Keng, L., Keglovits, R., Neal, A., (2018). Establishing Performance Standards for School Accountability Systems. Council of Chief State School Officers, Washington, D.C.
Evans, C. M. & Domaleski, C. (2018). Guidance for examining district alternate assessment participation rates. Minneapolis, MN: National Center on Education Outcomes (NCEO).
