Alignment of State Standards and Assessments in Elementary Reading

摘要

This report examines the alignment between state standards and assessments in elementary reading. The impetus for our study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of achievement of state standards. We begin our report by providing the context surrounding the Title 1 legislation, which gave rise to concerns about alignment.