Over the last several months, the committee has focused on unintended consequences of federal and state accountability policies that rate schools on multiple choice/standardized tests heavily weighted toward Reading and Math. While useful in surfacing the disparities in performance of subgroups, alignment of practice to these high stakes metrics have too often narrowed the curriculum to what’s tested and, to the detriment of Long term English Learners and others, have resulted in practices which do not prepare them for the next level of college and/or career readiness.

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