In 2009, when RTT funds were allocated and states across the nation competed for a piece of the pie, 11 states benefited (Kolbe & Rice, 2012). Conditions on the use of these funds were loose at best (Kolbe & Rice, 2012). The state was to be certain that at least 50% of the funds were allocated to Local Education Agencies (LEA’s) (Kolbe & Rice, 2012). Kolbe and Rice (2012) found that states followed this mandate. It was however noted that an excessive amount of funds were allocated to failing schools, state wide data systems, and the employment of outside agencies. With the allocation of funds of this magnitude and the loose conditions for which they were given, the potential existed that funds would not be allocated in a way that maximized...
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...s, standardized assessments must be valid and provide accurate information about what students know measured against adopted state standards (Linn, 2010). Linn (2010) determined that often score inflation existed when assessments became predictable testing the same standard or asking a question in the same way. Too often this was a result of states throwing an exam together in order to receive RTT funding from the federal government (Linn, 2010). Ultimately, helping students achieve their goals as measured against state standards centers on feedback. Chappuis (2012) found that effective feedback points out areas of excellence and need, occurs during the learning process, addresses areas where students have partial understanding, and limits the corrections to a manageable level for the student. It is this feedback that is critical to maximize student achievement.
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