NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ946553
Record Type: Journal
Publication Date: 2011-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1365-4802
What Do Students Know Anyway? High School Graduates' Examination of Standards and the Responses of Expert Educators for Educational Equity
Easley, Jacob, II
Improving Schools, v14 n3 p223-238 Nov 2011
The standards movement in the US has ballooned over the past generation of education reforms to the extent that standards have become a prominent feature of the educational architecture. Most curriculum planning is informed by local, state, and/or interstate content area standards. While the 1980s central focus on the international competitiveness of US education has waxed and waned somewhat, the practice of comparative analysis has persisted. As such, there has been a steady rise in the debates regarding the achievement gap between White and non-Asian minority students. Educational reformers, politicians, reformers, and pundits have all taken varied positions regarding the effectiveness of the standards movement to ameliorate the polarization of achievement among these groups. Yet the voices of those at the epicenter of the teaching and learning process have often gone ignored and not heard from. This article addresses these perspectives to reveal that a national sample of high school graduates holds a particular assessment of standards with regard to equity, student learning, and educational quality. Expert educators' responses to graduates' perceptions are found equally important for guiding educational policy and improvement. (Contains 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States