Critics
of NCLB's testing and accountability requirements have a litany
of complaints: The tests are
inaccurate, schools and
teachers should not be responsible for the test
performance of unprepared or unmotivated students, the
measure of school inadequacy used under NCLB is misleading, the tests narrow the curriculum to what is being tested, and burdens imposed upon
teachers and administrators are excessively onerous.
The same concept applies to using differences in
teachers»
measured performance across different sections (e.g. at the secondary level, where
teachers often teach multiple sections
of the same subject) to gauge the extent to which measurement error may lead to
inaccurate assessments.