Good data support positive change and continuous improvement. One should find little fault with accountability measures that will allow leaders to improve the system. What should concern us, though, is the plan to focus on a single piece of evidence to define performance in meeting state standards. To base student and school success on a one-time assessment is grossly inadequate. But instead of criticizing the standards and new assessments, we should advocate for expanding the definition of educational accountability.
Evidence indicates that student performance is improving as a result of the standards initiatives.
A recent New York state publication reports increasing numbers of students passing rigorous Regents exams tied to standards. Many more students are being offered challenging academic instruction and opportunities to learn with success. However, we also know that no two students learn the same things the same way at the same time. Consequently, we need to extend the definition of accountability within the standards movement. We should band together and vigorously insist on an expanded system of accountability that includes a variety of performance assessments.