Why state reading tests are poor benchmarks of student success

At the end of each school year, starting in third grade, students are administered standardized assessments of reading achievement. In most contexts, these assessments have become benchmarks for student success. In this article, I argue that while these tests are commonplace, they are unfair assessments for students, teachers, and schools. An alternative approach involving curriculum-based assessment has been introduced to address the inadequacies of current high-stakes testing of reading. I highlight this approach to reading assessment and conclude that it is more appropriate and equitable for students, teachers, and schools.