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Growth plus proficiency? Why states are turning to a hybrid strategy for judging schools (and why some experts say they shouldn’t)

Chalk Beat – Matt Barnum

“A compromise in a long-running debate over how to evaluate schools is gaining traction as states rewrite their accountability systems. But experts say it could come with familiar drawbacks — especially in fairly accounting for the challenges poor students face. Under No Child Left Behind, schools were judged by the share of students deemed proficient in math and reading. The new federal education law, ESSA, gives states new flexibility to consider students’ academic growth, too.”(more)

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