Abstract
Many states have adopted test-based accountability systems before the No Child Left Behind (NCLB) Act of 2001 became law. NCLB has added a new dimension to test-based educational accountability systems. Features of state and NCLB accountability are discussed with an emphasis on questions of the validity of inferences that are made about school quality. It is concluded that none of the current approaches toe test-based accountability support causal inferences about school quality. It is also shown that tracking progress toward the important goal of closing gaps in achievement requires more than just monitoring changes in the percentages of students who are proficient.
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