Geoff Sanderson, right, the Maryland State Department of Education's deputy state superintendent of accountability, summarizes standardized test results for the State Board of Education on Aug. 27.
Recent analyses of state-level proficiency standards under No Child Left Behind indicate that states' benchmarks for determining whether a child is proficient in reading and math are widely divergent.
A study of seven high-poverty districts in the Seattle metropolitan area found that it took nearly four years for elementary school-aged English-language learners to develop English proficiency.
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