(1) Each State, in consultation with its LEAs, must implement a system of high-quality, yearly student academic assessments that includes, at a minimum, academic assessments in mathematics, reading/language arts and, beginning in the 2007-08 school year, science.
(i) The State may also measure the achievement of students in other academic subjects in which the State has adopted challenging academic content and student academic achievement standards.
(ii) If a State has developed assessments in other subjects for all students, the State must include students participating under subpart A of this part in those assessments.
(b) The assessment system required under this section must meet the following requirements:
(1) Be the same assessment system used to measure the achievement of all students in accordance with§ 200.3 or § 200.4.
(2) Be designed to be valid and accessible for use by the widest possible range of students, including students with disabilities and students with limited English proficiency.
(i) Be aligned with the State's challenging academic content and student academic achievement standards; and
(ii) Provide coherent information about student attainment of those standards.
(i) Be valid and reliable for the purposes for which the assessment system is used; and
(ii) Be consistent with relevant, nationally recognized professional and technical standards.
(5) Be supported by evidence (which the Secretary will provide, upon request, consistent with applicable federal laws governing the disclosure of information) from test publishers or other relevant sources that the assessment system is—
(i) Of adequate technical quality for each purpose required under the Act; and
(ii) Consistent with the requirements of this section.
(6) Be administered in accordance with the timeline in§ 200.5.
(7) Involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding of challenging content, as defined by the State. These measures may include—
(i) Single or multiple question formats that range in cognitive complexity within a single assessment; and
(ii) Multiple assessments within a subject area.
(8) Objectively measure academic achievement, knowledge, and skills without evaluating or assessing personal or family beliefs and attitudes, except that this provision does not preclude the use of items—
(i) Such as constructed-response, short answer, or essay questions; or
(ii) That require a student to analyze a passage of text or to express opinions.
(9) Provide for participation in the assessment system of all students inthe grades being assessed consistent with § 200.6.
(10) Except as provided in§ 200.7, enable results to be disaggregated within each State, LEA, and school by—
(ii) Each major racial and ethnic group;
(iii) English proficiency status;
(iv) Migrant status as defined in Title I, part C of the Elementary and Secondary Education Act (hereinafter “the Act”);
(v) Students with disabilities as defined undersection 602(3) of the Individuals with Disabilities Education Act (IDEA) as compared to all other students; and
(vi) Economically disadvantaged students as compared to students who are not economically disadvantaged.
(11) Produce individual student reports consistent with§ 200.8(a).
(12) Enable itemized score analyses to be produced and reported to LEAs and schools consistent with§ 200.8(b).
(c) The State assessment system may include academic assessments that do not meet the requirements in paragraph (b) of this section as additional measures. Those additional assessments—
(1) May not reduce the number, or change the identity, of schools that would otherwise be subject to school improvement, corrective action, or restructuring undersection 1116 of Title I of the Act, if those assessments were not used; but
(2) May identify additional schools for school improvement, corrective action, or restructuring.