ERIC Number: ED315901
Record Type: Non-Journal
Publication Date: 1989-Oct
Reference Count: N/A
The Progress of Reform: An Appraisal of State Education Initiatives. CPRE Research Report Series RR-014.
Firestone, William A.; And Others
More state activity aimed at improving public education took place in the 1980s than ever before. Many of their efforts concentrated on three themes: increasing academic content, upgrading the teaching force, and enhancing state and local financial support for schools. In addition to examining reform activities in Arizona, California, Florida, Georgia, Minnesota, and Pennsylvania, the research is drawn from other reports and studies on the status of reform and from conversation with national association representatives and reform leaders in other states. First an overview of the reform movement, its goals, and major accomplishments is reported. The overview identifies three themes in the current reform movement and highlights state and district action in each area. Second, state policies on raising academic standards are examined. Included here is a discussion of the most widespread reform found in the six states studied: increased high school graduation requirements. Third, policies directed at enhancing the supply and quality of teachers are examined. Next, the fiscal side of reform, including trends in school finance during the 1980s, is reviewed, followed by a look at future steps that might be taken and the political factors likely to influence their direction. (75 references) (SI)
Descriptors: Change Strategies, Curriculum, Educational Change, Educational Development, Educational Finance, Educational Improvement, Elementary Secondary Education, State Government, Teacher Improvement
Publications, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 ($7.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.