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ERIC Number: ED373384
Record Type: RIE
Publication Date: 1993
Pages: 267
Abstractor: N/A
ISBN: ISBN-0-8077-3263-X
Mandating Academic Excellence: High School Responses to State Curriculum Reform. Sociology of Education Series.
Wilson, Bruce L.; Rossman, Gretchen B.
In the past decade, states have taken an increasingly active role in designing new policies intended to reform America's high schools. This book offers a systematic, empirical look at the most widely adopted policy reform strategy--mandatory changes in high school graduation requirements. Maryland is used as a case study, exploring five representative high schools and presenting an in-depth discussion of their experiences with mandated reform. The first of eight chapters, Chapter 1, "Introduction," sets the context and the research strategy. Chapter 2, "The Role of the States in the Reform Movement of the 1980s," deals with research on graduation requirements and tracking. Chapter 3, "Where's the Action? Students, Teachers, and the Curriculum," looks at student credits and courses, graduation requirements, and teachers' views on curricular change. Change 4, "Who's Winning? Tracks, Tracking Systems, and Access to Resources," gives the views of teachers and students on tracking. Chapter 5, "Who's Losing? Students and Teachers at Risk," investigates dropouts, students, teachers, and departments at risk. Chapter 6, "Who's in Control? Key Actors and Their Influence on Policy Implementation," gives the perspectives of state staff, district and school administrators, and counselors. Chapter 7, "What's the Bottom Line? Policy Intentions and the Perception of Effects," details policy intentions, and school-level and consumer perceptions of policy effects. Chapter 8, "Educational Reform: Retrospect and Prospect," looks at the first wave of reform, educational reform and challenges in the 1990s, and a framework for reform. Two appendices give the research methods and tables of sample sizes. (Contains 161 references.) (RR)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Publication Type: Books; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Grant or Contract Numbers: N/A