ERIC Number: ED457150
Record Type: Non-Journal
Publication Date: 2001-Sep
Reference Count: N/A
Teachers' Perspectives on Standards-Based Education: Initial Findings from a High-Performing, High-Needs School District.
This study examined elementary teachers' perspectives about key aspects of standard-based education reform. Using survey data from teachers in schools of varying poverty and student achievement levels, the study explored beliefs about elements of standards-based reform and perceptions of principals' emphases on instruction and test scores. Teachers believed that using scores to guide teaching helped student learning in mathematics and language arts. However, they did not feel that externally mandated state and district tests were useful in diagnosing student learning needs. Over half of the teachers did not feel that the state accountability test accurately measured student learning. They believed that emphasis on the state test had led to narrower curriculum and less time spent on content areas not directly tested. Teachers in poorer schools were significantly more positive about the use of test results to improve student learning than were teachers in less impoverished schools. They were also more likely to provide additional learning time for non-proficient students in mathematics and language arts. In extremely impoverished schools, teachers reported significantly more learning time for non-proficient students in mathematics. Charts, tables, and data are appended. (Contains 59 references.) (SM)
Descriptors: Academic Achievement, Academic Standards, Educational Change, Elementary Education, Elementary School Students, Elementary School Teachers, Poverty, Principals, Scores, Standardized Tests, State Standards, Student Evaluation, Teacher Attitudes
Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: email@example.com; Web site: http://www.mcrel.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.