The federal No Child Left Behind law requires all students to be “proficient” in reading and mathematics by 2014, but each state determines its own measure and definition of “proficiency.” This Thomas B. Fordham Foundation report examines the relative rigor of states’ tests and whether tests have been getting harder or easier to pass. The report found that “proficiency” varies wildly from state to state, and that only a handful of states peg proficiency expectations consistently across subjects and grades. In fact, the majority set the bar low in elementary school and much higher in middle school, which sets up thousands of middle and high school students for failure.
Type:
Research and Reports