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ERIC Number: ED389680
Record Type: RIE
Publication Date: 1995-Jul
Pages: 16
Abstractor: N/A
Reference Count: N/A
Setting Strong Standards: AFT's Criteria for Judging the Quality and Usefulness of Student Achievement Standards.
American Federation of Teachers, Washington, DC.
This publication presents the American Federation of Teachers' 10 criteria for high-quality public school academic standards and seeks to contribute to the national debate about school reform, academic achievement, and world-class educational standards. The criteria are: (1) standards must focus on academics because the purpose of setting standards is to improve students' academic performances, which should be the central mission of all educational arrangements; (2) standards must be grounded in the core disciplines to ensure that interdisciplinary approaches reflect the depth and integrity of the disciplines involved and that standards can be clearly designed and communicated; (3) standards must be specific enough to assure the development of a common core curriculum guaranteeing that all students are exposed to a common core of learning; (4) standards most be manageable given the constraints of time; (5) standards must be rigorous and world class; (6) standards must include "performance standards" that indicate how competent a student demonstration must be to indicate attainment of the content standard; (7) standards must include multiple performance levels allowing multiple standards that set expectations to match different aspirations and achievements; (8) standards must combine knowledge and skills, not pursue one at the expense of the other; (9) standards must not dictate how the material should be taught; and (10) standards must be written clearly enough for all stakeholders to understand. (JB)
American Federation of Teachers, 555 New Jersey Ave., N.W., Washington, DC 20001-2079 (single copy free, $1 each for five or more; item no. 175).
Publication Type: Opinion Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.
Identifiers: American Federation of Teachers; Reform Efforts