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Common Standards for K-12 Education?: Considering the Evidence
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Every state in the United States now has its own standards for educa- tion from kindergarten through grade 12, at least in core subjects. Some are based on content standards developed by professional societies in mathematics, English language arts, science, civics, foreign languages, and other academic subjects. Other organizations also have developed their own standards and benchmarks. For example, Mid- Continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects (http://www.mcrel. org/standards-benchmarks/). This abundance of standards reflects a vigorous response to the call for high standards articulated in the 1983 report A Nation at Risk (National Commission on Excellence in Education, 1983), and it also poses a variety of questions for educators, policy makers, and the public more than 20 years later. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards- based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? How might common standards be developed? Would this approach be feasible? These questions were the stimulus for the workshop series summarized in this report.
Division of Behavioral and Social Sciences and Education - Organizational Body
0-309-12525-1
NONE
Management
English
2008
1-105
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