To close the achievement gap, it is critical to use disaggregated data on assessment for adequate yearly progress. Moreover, the United States Department of Education has rarely acted to hold states accountable for plans that fail to meet the explicit goals of Title I with regard to ensuring adequate yearly progress. Currently, only Texas mandates performance standards for minorities, economically disadvantaged students, LEP students and students with disabilities.
Schools can escape accountability despite exceedingly low graduation rates.
Therefore, relying solely upon tests scores in accountability provisions can lead to increased dropouts. Requiring LEAs and SEAs to include graduation rates among the adequate yearly progress criteria would help correct this situation. Accountability could be improved by comparing improvement on state assessments to independent measures. I lists no general criteria for what high standards should be. As a result, some states have employed lower standards than others.