U.S. Public Education Is Driven by High-Stakes Testing. Are the Proficiency Cut-Scores Legitimate?


Back in 2005, I worked with members of the National Council of Churches Committee on Public Education and Literacy to develop a short resource, Ten Moral Concerns in the No Child Left Behind Act. While closing achievement gaps seemed an important goal, to us it seemed wrong that—according to an unrelenting year-by-year Adequate Yearly Progress schedule—the law blindly held teachers and schools accountable for raising all children’s test performance to the test score targets set by every state. Children come to school with such a wide range of preparation, and achievement gaps are present when children arrive in Kindergarten.  At that time, we expressed our concern this way:

“Till now the No Child Left Behind Act has neither acknowledged where children start the school year nor celebrated their individual accomplishments. A school where the mean eighth grade math score for any one subgroup grows from a third to a

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