Pacesetter Task Forces

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

The following are the co-chairmen of the five disciplinary task forces for the College Board's Pacesetter project. Named by the board in conjunction with national subject-matter organizations, the task forces are responsible for identifying the information and skills students should know, instructional strategies, and ways to assess student achievement.

English Task Force
Robert Scholes (chair)
Andrew W. Mellon Professor of Humanities
Brown University

William McBride (co-chair)
Associate chair of the secondary section
National Council of Teachers of English
Colorado State University

Foreign Language--Spanish Task Force
Myriam Met (chair)
Coordinator, foreign languages
Division of Academic Skills
Montgomery County (Md.) Public Schools

Lynn Sandstedt (co-chair)
Executive director designate
American Association of Teachers of Spanish and Portugese
University of Northern Colorado

Mathematics Task Force
Philip C. Curtis Jr. (chair)
Professor of mathematics
University of California at Los Angeles

John A. Dossey (co-chair)
Distinguished University Professor of Mathematics
Illinois State University

Science Task Force
Arnold A. Stassenburg (chair)
Principal investigator
Scope, Sequence, and Coordination Project
National Science Teachers Association
State University of New York-Stony Brook

Doris R. Helms (co-chair)
Professor of biology
Associate Dean, College of Sciences
Clemson University

World History Task Force
Stanley N. Katz (co-chair)
President
American Council of Learned Societies
New York, N.Y.

Peter N. Stearns (co-chair)
Heintz Profesor
Head, Department of History
Carnegie Mellon University

Vol. 11, Issue 33, Page 15

Published in Print: May 6, 1992, as Pacesetter Task Forces
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >