ERIC Number: ED407732
Record Type: RIE
Publication Date: 1997-Mar
Persistence and Change: Standards-Based Systemic Reform in Nine States. CPRE Policy Briefs, RB-21.
Massell, Diane; And Others
Beginning in the mid- to late-1980s, state policymakers began to rethink their strategies for influencing curriculum and instruction in public education and adopted a policy strategy known as standards-based, systemic reform. This issue of "Consortium for Policy Research in Education (CPRE) Policy Briefs" examines how standards-based, systemic reforms evolved in nine states during 1994-95. The research is based on in-depth interviews with policymakers and educators in California, Connecticut, Florida, Georgia, Kentucky, Minnesota, New Jersey, South Carolina, and Texas. The brief analyzes the persistence and transformation of the new instructional guidance strategies. Findings show that in the nine states, there was steady, incremental progress toward standards-based reform, which was enhanced by the support of education and business communities and national associations. The most critical element facilitating continuation was the effort by policymakers to balance between new goals and traditional teaching methods and subject areas. Contrary to concerns that standards-based reforms would overextend state and federal authority, in practice the policies fit well within the decentralized American tradition. Most school districts used state standards as guidelines, but actively pursued their own standards-based curricular and instructional changes. Issues and challenges to be confronted include district support of teachers, equity, the feasibility of combining old and new approaches, and coordination among various change agents. Two tables are included. (Contains six references.) (LMI)
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
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