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?