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?