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Direct linkReed, Douglas S. – American Educational Research Journal, 2009
Recent analyses of state-level proficiency standards under No Child Left Behind indicate that states' benchmarks for determining whether a child is proficient in reading and math are widely divergent. This article explores whether the capacity of states to employ different proficiency standards imposes different performance standards across…
Descriptors: Federal Legislation, State Standards, Cutting Scores, Benchmarking
