Calls for school reform and performance have crested and receded many times this century. Establishing rigorous academic standards will revolutionize education and improve equity, and standards enjoy popular support. Standards require: (1) proficiency by students of all grades in a variety of subjects; (2) assessment testing; and (3) cooperation with textbook publishers. Much current criticism of standards focuses on the relationship between democracy and education. Dewey's broad, dynamic understanding of this relationship in a lived democracy included developing a shared common purpose through communication, but current discussions too often exclude the experiences of teachers. Many critics and supporters believe current standards are too precise and do not ensure student understanding. Frequently overlooked are the substantial limitations of standardized tests, which ignore factors outside school. The potential of alternative assessment instruments is demonstrated by the experience of a first-grade teacher in New York City's Lower East Side school linking democracy and instruction by focusing on specific skills students need in diverse settings. (TEJ)