ERIC Number: ED471698
Record Type: Non-Journal
Publication Date: 2002-Nov
Reference Count: N/A
Three Paths, One Destination: Standards-Based Reform in Maryland, Massachusetts and Texas.
Garcia, Joseph; Rothman, Robert
This paper reports on a study of three states (Maryland, Massachusetts, and Texas) that investigated their policies and practices imvolving standards, assessment, accountability, teaching quality, and public engagement. It focuses on common conditions contributing to success in raising achievement (consistency, consensus, and comprehensiveness); different paths to success (standards from the start, high-profile tests, transparency, consequences for performance, low-performing schools, teacher quality, and capacity building); challenges ahead; time line of reform; and policy review teams. Overall, the states make clear that reform is not easy or quick. Each has been at it for at least 10 years. Early on, each embraced the fundamental tenets of standards-based reform. However, they also show that there are different ways to bring these tenets to life through state policy. In Texas, district and school leaders made concerted efforts to develop a coherent curriculum and strengthen instruction based on it, stressing the capacity building of educators. In Massachusetts, research found that 9 out of 10 administrators and teachers made changes in curriculum in response to assessment results. Maryland's assessment was entirely performance based, with no multiple-choice questions. As in Massachusetts and Texas, Maryland's use of assessment data to change teaching produced significant achievement gains. (SM)
Descriptors: Academic Standards, Accountability, Curriculum Development, Educational Change, Educational Improvement, Elementary Secondary Education, Low Achievement, Standardized Tests, State Standards, Student Evaluation, Teacher Competencies
Achieve, Inc., 400 North Capitol Street, N.W., Suite 351, Washington, DC 20001. Tel: 202-624-1460; Fax: 202-624-1468; Web site: http://www.achieve.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Achieve, Inc., Washington, DC.
Identifiers - Location: Maryland; Massachusetts; Texas