Measuring school quality highlights the
challenges of selecting ideal performance
measures.
What are the strengths and
weaknesses of the proficiency and growth
measures of student or school-level performance?
How does the selection of
measures impact different groups of students?
. Is it realistic to believe that any single
performance measure can capture the
complex goals of public programs?
Which is a greater concern: Using performance measures for high-stakes purposes (such as compensation) or having
performance measures that lack incentives for improvement?
