ERIC Number: ED453574
Record Type: RIE
Publication Date: 2001
The State of Standards.
Research Roundup, v17 n4 Sum 2001
All 50 states are moving toward accountability systems that involve setting clear standards of learning, assessing student progress on those standards, and providing a variety of incentives and sanctions for performance. Many educators remain profoundly ambivalent; however, they recognize opportunities for positive change but worry that a narrow definition of standards and assessment will restrict their efforts to provide for the individual needs of students. Also, while parents they continue to express strong support for standards-based accountability, they fear that standardized tests will be the sole determinant of their children's future. Policymakers in some states have recently begun to put the brakes on plans for linking high school graduation to test results. The standards movement may be entering a stage in which its very success is causing hesitation. This issue captures some of the ferment by surveying a variety of current perspectives on standards: "Education Week" takes a comprehensive look at the standards movement in its latest annual report, "Quality Counts 2001." Chester E. Finn and Michael J. Petrilli update the Thomas Fordham Foundation's periodic evaluation of state efforts to implement standards. The Learning First Alliance calls for "mid-course corrections" in standards-based accountability. Scott Thompson draws a line between the "authentic standards" movement and its "evil twin" test-based reform. Finally, Mid-Continent Research for Education and Learning describes how teachers are implementing standards in the classroom. (DFR)
Descriptors: Academic Standards, Accountability, Competency Based Education, Educational Change, Elementary Secondary Education, Evaluation, Public Schools, Scores
National Association of Elementary School Principals, National Principals Resource Center, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 prepaid; quantity discounts). Tel: 800-386-2377 (Toll Free).
Publication Type: Collected Works - Serials; ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Association of Elementary School Principals, Alexandria, VA.; ERIC Clearinghouse on Educational Management, Eugene, OR.
Note: Published four times a year. Theme issue.