ABSTRACT
Spring is in the air, and so too is the dreaded state achievement test season. Principal Carson Hill knows that student achievement must show improvement over last year, and he is worried because this year’s plan was essentially for everybody to try harder. When the results of last year’s assessments came back, Principal Hill looked at the bottom lineachievement scores. The familiar three questions came into his mind. How many students met or exceeded the benchmarks? How were scores distributed among classes? Did the scores look different across the different demographic groups?
