In the last decade, "proficiency" has entered the mainstream lexicon as a measure of how good the education system is, in particular how good a school is. When pressed, most people may define proficiency as the number of students who pass the test divided by the number of students who take the test. What may not be fully understood yet is that the measure of proficiency for any group of students is largely determined by the choices a state makes in creating their assessment standards. The purpose of this exhibit is to demonstrate some of the limitations of using proficiency rates to make judgments about educational effectiveness. You can see the full report by clicking here.