with an incorrect numerical conclusion may not necessarily be graded as wrong. California's first year of the CLAS test permitted no '4' high math grades, not even in the highest scoring schools, in order to leave room for improvement The North Carolina Writing project gave out less than 1 percent exemplary '4' scores. Such papers employed vocabulary and knowledge on a level sometimes exceeding that of the college graduate graders, and well above the intended audience of a high school graduation. This level would be even more difficult than achieving an SAT score sufficient for entry into an Ivy League private college. Scores typically rise much faster than standardized tests such as NAEP or SAT given over the same time period. See also References External links American Federation of Teachers. Where We Stand: Standards-Based Assessment and Accountability "How the WASL is Awful", publication distributed by Citizens United for Responsible Education, Washington State. Phelps, Richard P. The Effect of Testing on Student Achievement, 1910-2010, International Journal of Testing, 10(1), 2012. Phelps, Richard P., Standardized Testing Primer. (New York, NY: Peter Lang, 2007) Standards-based education Standardized tests Education reform