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ERIC Number: ED398653
Record Type: RIE
Publication Date: 1996-Jun
Pages: 9
Abstractor: N/A
The Bumpy Road to Education Reform. CPRE Policy Briefs.
Goertz, Margaret E.; And Others
Educational reformers have come to recognize that establishing more challenging standards and assessments is not enough to raise student achievement. This brief identifies five challenges that confront educators and policymakers as they develop higher standards and other policies and structures to support improved student and teacher learning. It also describes strategies used by a few states and localities to address some of the challenges. Conducted by the Consortium for Policy Research in Education, the 3-year study examined schools in 3 states taking different approaches to standards-based reform--California, Michigan, and Vermont. The case studies focused on 12 reforming schools located in 6 school districts reputed to be active in educational reform. Interviews were conducted with state policymakers, teacher educators, district and school administrators, and teachers. The findings suggest that: (1) The goals of reform need to strike a balance between current and desired practice, and between old and new practices; (2) greater alignment of state education policy supports reform efforts, but achieving this policy coherence is difficult; (3) deliberate, consistent, and pervasive strategies to ensure equity are necessary if the reforms are to benefit all students; (4) the coherence and continuity of state reform efforts require a stable political environment; and (5) policymakers must develop ways to enhance the capacity of the education system to improve student learning. (Contains six references.) (LMI)
CPRE, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 (single copy free).
Publication Type: Reports - Research; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Grant or Contract Numbers: N/A