School Performance Will Fail to Meet Legislated Benchmarks

Kimberly A. Hammond · Kathy Bocian · Michael F. Rettig · Richard A. Cardullo

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Educational Assessment and Improvement School Choice and Performance Mathematics Education and Programs

Abstract

There is widespread concern that U.S. students entering college do not have the educational foundation to succeed in introductory science courses. Mathematics is of particular interest because proficiency in mathematics may predict performance in introductory college science courses (1). In the United States, numerous educational reforms (2) focus on the accountability of schools for proficiency (mainly in mathematics and English Language Arts). However, agreement on proficiency goals that accurately reflect the needs of a diverse student population has been problematic.

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1983A Nation at Risk: The Imperative for Educational Reform 2002Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 2005Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity 2007The Two High-School Pillars Supporting College Science 2007Gauging Growth: How to Judge No Child Left Behind?2006Making Accountability Really Count 2006Implementing NCLB: Creating a Knowledge Framework to Support School Improvement

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