They are comparing student proficiency and *not* mastery of grade level content.
Unfortunately, I don't have time to go into it further right now, but I will try to remember to revisit this thread when I do (which should be in the next few days).
I look forward to reading your thoughts and sources, whenever you may post them. In the meanwhile I believe we can both agree that the research indicates
a percentage of American Students Perform Above Grade Level... thereby allowing the conversation of grade inflation/deflation to continue.
When some
students perform above grade level, are "equal outcomes" possible?
What role does (or might) grade inflation/deflation play in recording grades which indicate "equal outcomes" among pupils with different performance levels... whether in earlier education experiences or at the college/university level?
