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This article reviews problems associated with the current movement to use National Standards and Performance Assessment to reform education. The characteristics of standards, as they are currently being employed, are discussed. In addition, issues related to measurement, reliability and validity are reviewed. The impact of the Standards on students with disabilities is also discussed. The article ends with an expression of concern that the emphasis on performance accountability may spawn a new wave of speculation about the potential of some students to learn.
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Davidson et al. (1997) studied this question.
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