ERIC Number: ED428451
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
The Educational System in the United States: Case Study Findings.
National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.
This volume reports on the Case Study Project, an initiative that evaluates the experiences of math and science teachers across the United States and includes levels of schooling and achievement levels. The report focuses on typical public schools in the United States at three levels: elementary, junior high, and senior high with the intent of creating a composite profile of typical schools. The volume is divided into five chapters: "Rationale for the Study,""The Development and Implementation of Education Standards in the United States,""Individual Differences and the United States Education System,""The Role of School in United States Adolescents' Lives," and "Teachers and the Teaching Profession in the United States." Results show that the typical school had adopted curriculum standards or guidelines proposed by state departments of education, rather than by a national body. One exception to this was the influential set of national guidelines developed by the National Council of Teachers of Mathematics. Despite the general interest in standards, the choices made by parents, teachers, and students reflected many values, of which the desire for independence was one of the strongest. Students who were surveyed exhibited high optimism, especially those students from middle- class families. (RJM)
Descriptors: Academic Standards, Case Studies, Elementary Secondary Education, Guidelines, Institutional Autonomy, Mathematics Education, Mathematics Teachers, National Surveys, Public Schools, Science Education, Science Teachers
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328; Web site: http://www.ed.gov
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.