NotesFAQContact Us
Search Tips
ERIC Number: ED331124
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 20
Abstractor: N/A
Reference Count: N/A
Greater Expectations: Raising Standards, Forming Partnerships, and Accounting for Student Learning. Report to State Board of Education/State Superintendent of Public Instruction from Education and Economics Task Force.
Wyoming State Dept. of Education, Cheyenne.
Education needs to change to ensure individual success and survival as well as retain the United States' position in the world. Expectations must be raised for students, teachers, parents, school boards, administrators, and the public at large. Partnerships are essential among school boards, staffs, businesses, students, parents, communities, and human resource agencies. All partners must be held accountable for students learning a common core of knowledge, skills, and attitudes. Students should be given individual growth plans and performance standards. Early developmental and latch key programs should be provided for families. Teachers should be carefully selected, regularly assessed, and rewarded or removed if evaluation and development fail to lead to successful goal completion. District boards and administrators should adopt policies that make clear and help achieve expected standards of performance. A common core of knowledge, attitudes, and skills that all students will be required to learn should be adopted by the state board and superintendent. The legislature should ask for student performance documentation and adequately fund endorsed standards. Partnerships should be made between businesses and schools to accomplish specific and mutual outcomes. Annual report cards should be given to the community, which makes its views known and assists in accomplishing school goals. (8 References) (EJS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Wyoming State Dept. of Education, Cheyenne.
Identifiers - Location: Wyoming