ERIC Number: ED460399
Record Type: Non-Journal
Publication Date: 1998-Jul
Reference Count: N/A
The Reviews of State Content Standards in English Language Arts and Mathematics: A Summary and Review of Their Methods and Findings and Implications for Future Standards Development.
Archbald, Douglas A.
This report compares and contrasts the evaluation methods and findings of the American Federation of Teachers (AFT), Council for Basic Education (CBE), and the Fordham Foundation reviews of state English language arts and mathematics content standards. It states that the reviews found that state content standards vary greatly in how they are organized, in the levels of detail and specificity of their content prescriptions, and in the clarity of their expression. According to the report, although a number of the states' standards were found to be of exemplary quality and could be used as models, an "unacceptably large number" of state content standards were judged to be of inadequate quality. The report cites the average ratings on the 0 to 4 scale given by each rating group for English language arts and for mathematics. It finds considerable discrepancy in the reviewers' ranking of the states: there was considerable disagreement among the reviewers about which states had high quality and which states had low quality content standards. The report states that the reviewers used different criteria, defining the qualities they used for evaluation and applying their evaluation criteria differently. The report concludes by discussing ways research and policy initiatives could improve the quality of state content standards. (Contains 18 references, 11 notes, and 3 tables of data.) (NKA)
Descriptors: Comparative Analysis, Elementary Secondary Education, English Curriculum, Evaluation Criteria, Evaluation Methods, Evaluation Research, Language Arts, Mathematics, Public Schools, State Standards
Web site: http://www.negp.gov.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Education Goals Panel (ED), Washington, DC.
Authoring Institution: N/A