Fourteen education leaders were interviewed about high academic standards
and their relationship to
school reform and student achievement. We selected individuals who represent
different political
viewpoints and professional experiences and who have a broad perspective
on the standards debate.
Among the interviewees, there was general agreement about what needs to
be done:
High academic standards -- defined as a common core of learning for all
public school
students, with measures of performance based on that common core -- are
essential to
school reform.
High academic standards would substantially help all students -- including
minorities and
the poor -- reach higher student achievement levels.
Standards alone are insufficient -- to be relevant, they must be related
to reforms in testing,
teacher education and teaching practices and the allocation of resources.
Standards, at least initially, should concentrate on the traditional academic
disciplines:
namely, reading, writing, mathematics, science, history, geography and literature.
Standards should be clear and concise, challenging but realistic.
Standards initiatives should be undertaken primarily at the state level.
States should recognize schools that improve student performance and intervene
in schools
that persistently fail to improve student performance.
Students who perform well in high school should be rewarded in terms of
employment
prospects or college admissions.
While there was broad agreement on direction, consensus was less clear in
matters of
implementation:
Some interviewees favor interdisciplinary standards or standards for "work
readiness."
A vocal minority argues standards must not only establish a common core
of learning, but
also define what resources are necessary for all children to meet those
standards.
No consensus emerged on who precisely should be entrusted to write the standards.
While most interviewees believe state standards should be voluntary for
local school
districts, some want mandatory standards now to ensure universal participation.
No consensus emerged on what kinds of sanctions should take effect if standards
are not
met.
No consensus emerged on what poses the greatest barrier to implementing
standards,
although the most commonly cited barrier was resistance from within the
educational
establishment.
Go back
Go to National
Summit site and view entire paper