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ERIC Number: EJ898343
Record Type: Journal
Publication Date: 2001
Pages: 49
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1096-2719
State Academic Standards
Finn, Chester E., Jr.; Kanstoroom, Marci
Brookings Papers on Education Policy, p131-179 2001
Standards-based reform has been America's premier education strategy for more than a decade. Its many backers seek stronger school and student performance and more equal opportunities for children, especially disadvantaged youngsters. Education is attracting more high-level attention and political energy than ever before. Yet standards-based reform also faces genuine peril. In this paper, the authors examine the states' academic standards, which have been the progeny of the standards-based reform movement in the United States. They discuss the roots of today's academic standards movement, the theory of standards-based reform, and the experience of two states, North Carolina and Texas, in implementing standards-based reform. The authors contend that the essential trinity of this reform is the adoption of specific curriculum and performance standards, assessment of how many students meet the standards, and then adoption of either negative (takeovers) or positive (school or teacher bonuses) consequences. They point out that for this trinity to work, standards have to be not only consistent with the best thinking about that particular discipline but also detailed enough to drive instruction in the right way. They found few states had drafted standards with this kind of specificity. Comments by Richard Rothstein and Bill Honig are included. (Contains 1 figure, 2 tables, and 43 notes.)
Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-536-3600; Fax: 202-536-3623; e-mail: bibooks@brookings.edu; Web site: http://www.brookings.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Texas