More recently, the No Child Left Behind (NCLB) Act sought to hold students and schools accountable to
achieve high academic standards measured by high - stakes testing.
Not exact matches
The bill replaces AYP
standards with a requirement for states to annually
measure all students and individual subgroups by: (1)
academic achievement as
measured by state assessments; (2) for
high schools, graduation rates; (3) for schools that are not
high schools, a
measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in
achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.
One major vendor of value - added
measures (i.e., SAS as in SAS - EVAAS) long has held that the tests need only to have 1) sufficient «stretch» in the scales «to ensure that progress could be
measured for low - and
high achieving students», 2) that «the test is highly related to the
academic standards,» and 3) «the scales are sufficiently reliable from one year to the next» (see, for example, here).