2/8/20091ACADEMIC STANDARDSAN INQUIRYSED 610: Week 4Historical Background Coleman Report (1966): no predictable relationship between a schools resources and student learning A Nation at Risk (1983): U.S. students not learning enough; schools weren’t effective enoughg; g Goals 2000 (1994): “American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter including English, mathematics, science, history, and geography” (8).Historical Background Standards-based reform Determine what results schools should produce Determine what skills and knowledge students should acquire Work on multiple fronts to attain those standards, measure progress frequently, and “incentivize” schools, educators and kids to improve performanceHistorical Background Standards called: Skills and knowledge Standards Frameworks Curriculum Guides California published its first frameworks for math and science in the 1970’s2006 The State of State Standards Thomas B. Fordham Foundation (Chester Finn, Liam Julian, and Michael Petrilli) Since 2000, 37 states have updated or revised their standards Indiana, New York and Georgia: improved standards Utah, Nebraska, New Hampshire, and Wisconsin: standards are worse2006 State of the State Standards Perfect Scores Indiana MassachusettsCaliforniaC Link between strong state standards and gains on NAEP2/8/20092To Dream the Impossible Dream¾ NCLB took example of leading standards-based reform states such as Texas and North Carolina and meant to apply their successful reform policies to the nation (12).¾ Thomas B. Fordham Foundation (Chester Finn, Liam Julian, and Michael Petrilli)Critical Mistake¾ “Rather than settling on a common standard for school performance and allowing states to meet that standard as they judged best, [NCLB] developed a common timeline for achieving ‘universal proficiency’ but allowed states to define ‘proficiency’ in reading and math as they saw fit” (12).¾ The result? “heavy pressure on states to define ‘proficiency’ downward” (12)National Standards Focused Freewrite: Group 1: What are the arguments for national standards? Group 2: What are the arguments against national standards?4 Approaches to National StandardsFrom Finn, Julian, and Petrilli: To Dream the Impossible Dream The Whole Enchilada: Government creates and enforces national standards and assessments. N i l bili f k12 d iNational accountability for k-12 education. If You Build It, They Will Come: Government develops national standards, tests, and accountability metrics, and provides incentives to states (additional money, fewer regulations) to opt into the system.4 Approaches to National Standards Let’s All Hold Hands: states are encouraged to work together to develop common standards and tests. Federal government provides incentives for collaboration.2/8/200934 Approaches to National Standards Sunshine and Shame: makes state standards and tests more transparent by making them easier to compare to one another and to NAEP.Analysis of Each Approach Will it end the “race to the bottom”? Will it result in rigorous standards, not just politically acceptable ones?Will it expand the federal role in education?Will it expand the federal role in education? Will it be politically feasible?Analysis by a Panel of “Experts” Group Work (15 minutes) Discuss your readings Summarize key points (They Say) Critique (You Say)P t hPrepare to shareGroup Reports Sandra Stotsky: The State of State English Standards Chester Finn: The State of State Standards Joanne Jacobs: “It Takes a Vision”Cid Dhli Th P fi i Ill iCeroninand Dahlin: The Proficiency IllusionGroup Work (5 minutes) Discuss your readings Summarize key points (They Say) Critique (You Say)P t hPrepare to share2/8/20094Group Reports Gardner: “The Case for National Standards” Klein: “Groups Seek to Keep a Spotlight on Issues of Testing, Standards”Manzo: “Achieve Finds Common Core of Standards Manzo: Achieve Finds Common Core of Standards in States” McNeil: “Common Academic Standards Get Influential Push”Stotsky’s “Unteachable Literature Standards” Review pages 114-117. Identify 1-2 passages with which you either agree or disagree and prepare to explain your position. Review Appendix D. What, in the authors’ opinions, pp , p ,constitutes as “strong” literature standard. Do you agree? Why or why not?Applying Standards to Instruction Choose one of the standards you are currently working with. With a partner or independently, make a list of what a student needs to know and be able to do in order to be deemed “proficient” in the standard. Complete the student checklist for this
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