In terms of assessment, which of the following is a true statement that school leaders should consider when minimizing bias and maximizing equity for all students?

The statement that progress monitoring using student data decreases achievement gaps is accurate because it highlights the importance of ongoing assessment in identifying students' needs and tracking their growth over time. Effective progress monitoring allows educators to gather continuous data on student performance, which can inform instruction and intervention strategies. This individualized approach ensures that all students receive the support necessary to succeed, thus contributing to equity in educational outcomes.

Regularly monitoring student progress enables school leaders to make data-driven decisions, facilitating targeted interventions for students who may be struggling, particularly those from historically marginalized groups. By focusing on student data, educators can identify patterns, adjust teaching methods, and provide appropriate resources, helping to close achievement gaps.

In contrast, accommodations given to students during testing can be essential to ensure fairness, rather than being inherently unfair, as they level the playing field for students with diverse needs. Testing low-performing students frequently may lead to further stress without addressing the root causes of their struggles, while claiming that assessment validity and reliability nullifies non-standardized test results overlooks the valuable insights that various assessments can provide when used judiciously.