108 STAT. 234 PUBLIC LAW 103-227-MAR. 31, 1994 narrowing of curriculum, teaching practices, and test integrity; (IV) the impact of various methods of assessment on children of different races, ethnicities, gender, socioeconomic status, and English language proficiencies, and children with other special needs; (V) standards of performance, quality, and validity for various methods of assessment and the means by which such standards should be developed; (VI) current and emerging testing practices of State and local education agencies within the United States, as well as other nations; (VII) the diverse effects, both intended and unintended, of assessments as actually used in the schools, including effects on curriculum and instruction, effects on equity in the allocation of resources and opportunities, effects on equity of outcomes, effects on other procedures and standards for judging students and practitioners and possible inflation of test scores; (VIII) identifying and evaluating how students with limited-English proficiency and students with disabilities are included and accommodated in the various assessment programs of State and local education agencies; (IX) the feasibility and validity of comparing or equating the results of different assessments; (A) test security, accountability, validity, reU- ability, and objectivity; (XI) relevant teacher training and instruction in giving a test, scoring a test, and in the use of test results to improve student achievement; (XII) developing, identifying, or evaluating new educational assessments, including performance-based and portfolio assessments which demonstrate skill and a command of knowledge; and (XIII) other topics relevant to the purposes of the Institute; and (ii) may reflect recommendations made by the National Education Groals Panel. (e) NATIONAL INSTITUTE ON THE EDUCATION OF AT-RISK STU- DENTS.— (1) FINDINGS.—The Congress finds as follows: (A) The rate of decline in our urban schools is escalating at a rapid pace. Student performance in most inner city schools grows worse each year. At least half of all students entering ninth grade fail to ^aduate 4 years later and many more students from high-poverty backgrounds leave school with skills that are inadequate for today's workplace. Student performance in many inner city neighborhoods grows worse each year. At least half of all students entering ninth grade fail to graduate in 4 years. In 1992, the average National Assessment of Educational Progress reading score of Caucasian 17 year-olds was approximately 25 points higher than that of African-
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