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ERIC Number: EJ1099531
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Apply Deming's Methods to K-12 Curriculum and Improve Student Achievement
Kelly, Thomas F.
Forum on Public Policy Online, v2008 n2 Sum 2008
The United States has been engaged in school reform for three decades. The federal government as well as all fifty states have passed numerous versions of reform legislation to mandate and regulate the process. Educators have adjusted their practices to the policy created by this legislation. They have also allocated hundreds of billions of dollars to implement the mandated reforms. The effort has also involved literally tens of thousands of educators and millions of students. There have been countless assessments of the results of reform legislation. None deny that student achievement nationally is about where it was when reform started thirty years ago. What has not been done throughout the three decades is any assessment of the policies that have driven the reform movement. This article proposes use of the systems theory of W. Edwards Deming to assess the educational system and offer a new set of policies that can bring about dramatically improved student achievement.
Descriptors: Educational Quality, Educational Improvement, Elementary Secondary Education, Curriculum Development, Academic Achievement, Educational Change, Educational Assessment, Educational Legislation, Educational Policy, Systems Approach, Educational Practices, Instructional Systems, Language Proficiency, Ability Grouping, Reading Instruction, Mathematics Instruction, Individual Differences, Homework, Portfolios (Background Materials), Writing Instruction, Individualized Instruction, Class Size, Cost Effectiveness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A