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Pub Date: |
2006-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
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Descriptors:
Dictionaries; Public Education; Educational Change; Federal Legislation; Accountability; Academic Achievement; Scores; High Stakes Tests
Abstract:
In the latter part of the 20th century, public education in America underwent a revolutionary shift. The 1983 publication of "A Nation at Risk," widely credited with launching the modern standards movement, led to a spate of statewide initiatives intended to define what students should know and be able to do. Now, more than five years into the 21st century, the term "standards" is firmly ensconced in the lexicon of education. However, debate has continued over whether standards have fulfilled their promise--whether they do, in fact, support a system of education that leaves no child behind. In 2001, in an effort to find the answer to that question, McREL (Mid-Continent Research for Education and Learning) created a multimedia, multisite "National Dialogue" to create and support community conversations on standards-based reform efforts. In this article, the authors detail the outcomes of the National Dialogue over the course of the past four years and provide insight into how federal, state, and local policy makers and educational leaders might capitalize on McREL's findings as they work to ensure that all children meet high expectations for learning. They also discuss the next phase of this work, which will focus on what standards-based education will look like a decade from now. (Contains 1 footnote.)
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Pub Date: |
2004-11-30 |
Pub Type(s): |
Reports - General |
Peer Reviewed: |
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Descriptors:
Academic Standards; Accountability; Academic Achievement; Resource Allocation; School District Autonomy; Public Opinion; Citizen Participation; Educational Change; Public Education
Abstract:
In response to the need to ensure that standards fulfill their promise of supporting a system of education that leaves no child behind, McREL created a multimedia, multi-site, ongoing nationwide dialogue related to standards-based reform efforts. These dialogues provided participants with opportunities to share underlying assumptions, beliefs, and research about how to effectively implement standards-based reform to realize the overarching goal of the standards movement ? to help all students achieve high standards. This report details the outcomes of the National Dialogue over the course of the past four years and provides insights into how decision makers might capitalize on the findings to effect the changes necessary to ensure that all children succeed. The framework, overview, and findings from the dialogue are presented in this document, along with conclusions and recommendations. The following is appended: Evaluation of the National Dialogue.
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Pub Date: |
2003-04-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Academic Achievement; Change Strategies; Educational Change; Educational Improvement; Elementary Secondary Education; Program Administration; Resource Allocation; Strategic Planning
Abstract:
This paper describes how implementation of four key aspects of the No Child Left Behind Act can move schools closer to raising achievement for all students. These four aspects--accountability and testing, flexible use of federal resources, school choice, and quality teachers and quality teaching--can allow schools and districts to realize the vision behind the act. Accountability is really about assessment, and any type of student assessment should be about gathering a body of evidence on students' learning, using multiple forms of inquiry to assess student knowledge. Regarding funding, federal funding is at a record high, but so are the mandates for public education. States and districts must use resources in the most effective manner, and a key to such use is to reallocate federal and local resources to meet pressing policy and programmatic issues that are most likely to improve student achievement. The third element, school choice, presents many challenges. If parents transfer their children from low-performing schools to high-performing schools, the former will hardly improve and the latter's resources will be stretched. It is essential that schools build parental and community support in their efforts to improve education. Finally, researchers continue to present evidence linking teacher quality with student learning, and many organizations have strengthened teacher preparation to ensure teacher effectiveness. (RJM)
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