2 8 2009 Historical 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 g schools weren t effective enough g Goals 2000 1994 ACADEMIC STANDARDS AN INQUIRY American students will leave grades 4 8 and 12 having demonstrated competency in challenging subject matter including English mathematics science history and geography 8 SED 610 Week 4 Historical Background Historical Background Standards based reform Standards called 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 performance 2006 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 worse Skills and knowledge Standards Frameworks Curriculum Guides California published its first frameworks for math and science in the 1970 s 2006 State of the State Standards Perfect Scores Indiana Massachusetts California C Link between strong state standards and gains on NAEP 1 2 8 2009 To Dream the Impossible Dream 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 Critical Mistake Thomas B Fordham Foundation Chester Finn Liam Julian and Michael Petrilli 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 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 Standards From Finn Julian and Petrilli To Dream the Impossible Dream The Whole Enchilada Government creates and enforces national standards and assessments N i l accountability National bili for f k 12 k 12 education d i 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 2 8 2009 4 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 by a Panel of Experts 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 be politically feasible Group Work 15 minutes Discuss your readings Summarize key points They Say Critique You Say P Prepare to t share h Group Reports Sandra Stotsky The State of State English Standards Chester Finn The State of State Standards Joanne Jacobs It Takes a Vision C Ceronin i and d Dahlin D hli The Th Proficiency P fi i Illusion Ill i Group Work 5 minutes Discuss your readings Summarize key points They Say Critique You Say P Prepare to t share h 3 2 8 2009 Group Reports Gardner The Case for National Standards Klein Groups Seek to Keep a Spotlight on Issues of Testing Standards Manzo Achieve 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 pp D What in the authors opinions 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 standard 4
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