Editor's note: Due to computer problems, the first version of Deborah Meier's response to Eric Hanushek included several errors. This new version corrects the previous wording problems.

Dear Rick (vs. Eric, now that we know each other better!),

I'm going to try to go through your thoughtful response one step at a time, and then propose one of many alternatives.

First. Many of us have objected to standardized tests for students for decades (e.g. FairTest is hardly a young organization!). IQ tests and SATs have been the focus for half a century. My own writings on the subject began in the late 1960s. I luckily came across The Tyranny of Testing by physicist, Banesh Hoffman, at a time when I was struggling with test results on a personal level. Of course, when more and more stakes became involved--for kids as well as adults--alarm increased. Check my website bibliography for a look at the history of testing critiques.

Second. Yes, VAM (value-added measurement) is new, and, as you know, has been debunked for its unreliability and lack of validity by many. First of all, as they say, "Garbage in, garbage out." No playing with refined statistics can make flawed data less so. If the first test score was invalid for making critical judgments, the second is too; and comparing them doubles their unreliability. The data I've seen suggests that the percentage of teachers who'd be fired one year and get a bonus the next is simply too high.

Third. Actually, the intention of common core is to test in all areas over time AND in the meantime to judge teachers on both, regardless of what they teach. My concerns we common core rest both on the CORE and above all on its assessment implications.

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