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ERIC Number: EJ793936
Record Type: Journal
Publication Date: 2007
Pages: 2
Abstractor: ERIC
ISSN: ISSN-1938-5978
Standard-Driven Variety: Why Must Equitable Outcomes Be the "Same" Outcomes?
Donohue, Nicholas C.
New England Journal of Higher Education, v22 n2 p28-29 Fall 2007
Educators, economists and policymakers agree that raising the level of achievement for more learners is important. Studies of global workforce competitiveness regularly point toward the goal of nearly everyone achieving skills and knowledge commensurate with at least two years of higher education. According to this author, educators have increased equity at the K-12 level for those least-served by their public education systems by demanding that the same standards be used for all learners. Recent workforce projections, the explosion of online coursework, industry-based learning, the evolution of community colleges, and the fact that technical trades now demand a much higher level of literacy, problem-solving and other high-value skills, are all trends that may force acceptance of a greater variety of outcomes and a more authentic and honest appreciation of a variety of vocations. The author states that educators, philanthropists and concerned citizens must begin to ask the hard questions about what it really means to educate the largest majority of students. Demanding accountability may be a step in the right direction, but innovation, differentiation, and the highest quality education possible should be the ultimate goal.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001