Four Reasons Why Most 'Don't Cut the Mustard'

By Chester E. Finn Jr., Michael J. Petrilli and Gregg Vanourek

Millions of students, teachers, and parents are grappling this fall with new or changing state academic standards. In most cases, students, schools, and teachers will be judged by test scores keyed to these standards. Curricula will be revised. Some students may be held back. Perhaps a few teachers won't be rehired. Parents will have a yardstick by which to measure their kids' progress. All as a result of these standards.

"Fantastic!" we say, that's what standards-based reform is all about. Except for one small detail: Most state standards don't cut the mustard. At least that's what we found when we took a close look at them.

The Thomas B. Fordham Foundation recently appraised state standards in English, history, geography, mathematics, and science. With so much hinging on them, we wanted to know how good they are. Are they rigorous? Clear? Could a teacher, parent, or student pick them up and make sense of them? Are they likely to boost student achievement? Do they lend themselves to assessment and accountability? Do they point schools...