The use
of a proficiency index or providing schools credit for students at different points in the achievement
distribution improves the construct validity
of the
accountability measures over the NCLB proficiency rate
measures (Polikoff et al., 2014).
In addition, since decisions about the
distribution of resources to schools occurs primarily, though not entirely, at the district level,
accountability systems should include
measures of district - level resource
distribution and how well - aligned resources are to student needs.