Test-Based Accountability in Distressed Times

Chester E. Finn Jr.
Eric A. Hanushek
Published Date
The State Education Standard
September 20(3)
pp. 13-17
When COVID-19 forced a hiatus in federally mandated assessments in spring 2020, it interrupted a quarter century of effort to track, disaggregate, and publicize achievement levels at the school level. The aborted school year put a big data gap where 2020 scores should have been. Combined with the already raging assaults on testing, state education leaders find themselves in a fraught and difficult place. State leaders should stick with their assessments because they improve student learning and school performance.