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Research for this article was supported by a National Science Foundation Grant REC-0529485 to the Consortium for Policy Research in Education at the University of Pennsylvania and by grants from the Spencer Foundation and the William Penn Foundation to Research for Action. The opinions expressed in this research are those of the authors and do not necessarily reflect the views of the Consortium for Policy Research in Education, the National Science Foundation, the Spencer Foundation, the William Penn Foundation, or the institutional partners of CPRE.
Notes
The term that the School District of Philadelphia uses for interim assessment is “benchmark assessment”; therefore, we use this term as well as “interim assessment” when discussing the Philadelphia case.