Abstract
Evaluation of high stakes testing regimes must consider not simply mean test scores, but their distribution among students. Taking high school graduation tests and black and white student populations to illustrate the argument, I identify two criteria of success: a larger proportion of black high school graduates and a narrower gap between the two groups. I evaluate various possible distributions against these criteria. I then consider the question of which students merit our focused attention, those students who are furthest behind or those with the greatest likelihood of passing the test given extra help. A medical triage analogy suggests we should help the former, but I show here that the analogy is misplaced.
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