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Title I: Characteristics of Tests Will Influence Expenses; Information Sharing May Help States Realize Efficiencies
Develop challenging standards for what students should know in mathematics and reading or language arts. In addition, for each of these standards, states should develop performance standards representing three levels: partially proficient, proficient, and advanced. The standards must be the same for all children. If the state does not have standards for all children, it must develop standards for Title I children that incorporate the same skills, knowledge, and performance expected of other children.doi:10.1037/e531502006-001 fatcat:oze5t3ugrrbodey2iapnyd5d6e