Among the most common problems the report identifies is that most test-based accountability programs use the same test to apply sanctions and rewards as to evaluate objectively whether the system works. As a result, staff and students facing accountability sanctions tend to focus on behavior that improves the test score alone, such as teaching test-taking strategies or drilling students who are closest to meeting the proficiency cut-score, rather than improving the overall learning that the test score is expected to measure. This undercuts the validity of the test itself.
Committee members see some hopeful signs in the 2008 federal requirement that NAEP scores be used as an outside check on achievement results reported by districts and states, as well as the broader political push to incorporate more diverse measures of student achievement in the next iteration of ESEA.
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