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This report describes and provides a review of the research on a learning model called Response to Intervention (RTI). Under this model, student performance data are gathered frequently and immediately made available to teachers, psychologists and others to evaluate the instruction strategies being used and spur modifications if need be.

Under NCLB school quality is indicated by the percentage of students that tests reveal as proficient in various subject areas at a given time. School improvement is the rate at which this percentage increases. The problem is that equating percentage-proficient with school quality cannot withstand serious scientific scrutiny.

In health care, as in education, there is pressure to increase revenue. In K-12 this results from a need to improve quality; in health care, from a need to expand access. Like clinics and hospitals, K-12 districts seeking additional revenue like to say "my cases are tougher." Walt McClure describes techniques for measuring quality that show major differences in effectiveness among the 'producers'.