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ERIC Number: EJ883709
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1931-6569
A Critical Analysis of Educational Standards
Orlich, Donald C.
AASA Journal of Scholarship & Practice, v6 n4 p40-49 Win 2010
Under pressure from the U. S. Department of Education (USDOE) and select private foundations, state officials have rushed to establish and enforce sets of standards for the K-12 public schools sector. This writer analyzed selected samples from several state sets and found them to be technical specifications without the needed prerequisite learning experiences. The bulk of published state standards tend to not follow any outline or systematic flow. In no case did any state show any pre-testing of the standards before mandating them. Published critiques of the standards tend to grade them a "C" and "F." The writer concludes that state standard writers identify what aspects of student achievement are supported empirically, and then rewrite them in carefully sequenced threads. (Contains 1 endnote.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; California; Colorado; Florida; Massachusetts; North Carolina; Ohio; Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001