It is too easy for teachers, and maybe yourself, to mistake correlation with causation. "a student is struggling because they are not doing nightly reading". There is no other measurement to determine whether the student is unmotivated or uninterested in the subject, or whether their home environment prevents them from reading nightly, or an unlimited number of other factors that could cause a student to struggle in school.
Perhaps if the student is struggling, the teacher could talk to them 1-on-1 to diagnose the problem. This could reveal that they aren't doing nightly readings as well as any other unknown factors at play.
I do support more measurement vs. less in general, but it requires a lot of responsibility to ensure you're being unbiased in choosing what the measurements "mean". In school, I've seen that measurement does not always lead to better policy.
Perhaps if the student is struggling, the teacher could talk to them 1-on-1 to diagnose the problem. This could reveal that they aren't doing nightly readings as well as any other unknown factors at play.
I do support more measurement vs. less in general, but it requires a lot of responsibility to ensure you're being unbiased in choosing what the measurements "mean". In school, I've seen that measurement does not always lead to better policy.