When it comes to measuring the quality of a school, policy leaders tend to embrace standardized tests as the go-to indicator, whereas parents and community members tend to rely on reputation, word-of-mouth, and what they perceive with their own eyes. The authors suggest a better approach: a new framework that looks at three categories of inputs…

Quality versus quantity of information taught in the classroom is a controversial issue in these days of educational reform where academic achievement is measured by test scores. The author asserts that we try to teach too much, wasting time and undermining intellectual integrity. (MD)

Examines trends in standardized test scores since the 1960's. Reviews several factors that must be considered when assessing the significance of these trends, including changes in test-taking populations. Challenges common assertions concerning the extent and nature of test score declines and of educational quality prior to the decline. (PGD)

The increasing use of test results as a mechanism of educational reform is diminishing local control of schools and changing the curriculum to train students to pass tests rather than to educate students. (MLF)

Measuring achievement is not the same as measuring the quality of teaching and learning conditions; the validity of the former is not related to the latter. As measures of school improvement, achievement test scores have not been validated. No accumulation of evidence shows assessment to be an indicator of good schooling. (MLH)