re are fallacious, that the primary causes of low scores are not "bad teachers" but a "toxic mix" of segre... at School Wars* — and that urban systems with low scores require full-service community schools, experienc... harms the rest; and the real drivers of low test scores are segregation and poverty rather than teacher q
ing based solely on quantitative analyses of test scores without corresponding qualitative assessments of ... relation between the two but maintained that test scores could only provide a reasonable estimation for cl
measures of outcomes in the form of student test scores — and, building on (and methodologically correcti... capita; the "knowledge capital" measured by test scores became the dominant correlate. The implication wa
