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ERIC Number: ED520384
Record Type: Non-Journal
Publication Date: 2010-Feb-17
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Behind the Curtain: Assessing the Case for National Curriculum Standards. Policy Analysis. No. 661
McCluskey, Neal
Cato Institute
The argument for national curriculum standards sounds simple: set high standards, make all schools meet them, and watch American students achieve at high levels. It is straightforward and compelling, and it is driving a sea change in American education policy. Unfortunately, setting high standards and getting American students to hit them is extremely difficult. Politically powerful interest groups must be overcome. Crippling conflicts between different religious, ethnic, and ideological factions must be avoided. And a culture that is generally averse to an intense focus on academics must be transformed. These challenges help to explain why the research on national standards is both very limited and inconclusive. But what if the research were to clearly show that having national standards leads to superior performance on international tests? Still, there would not be compelling evidence that national standards produce optimal outcomes; economic growth, as well as personal fulfillment, could very well require an education focused on much more than just high test scores. It appears that the route to successful education goes in the opposite direction of national standards; it goes toward universal school choice. Only a free market can produce the mix of high standards, accountability, and flexibility that is essential to achieving optimal educational outcomes. (Contains 92 notes.)
Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cato Institute
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study