Standards Reform Seen as Unfinished
More and better measures are needed to make current approaches to standards-based education reform and accountability more effective and credible, concludes a report from the Princeton, N.J.-based Educational Testing Service.
One of the biggest problems, the report says, is that state-level academic-content standards often are not fully translated into the curricula, lesson plans, instructional materials, and professional development available to teachers. As a result, what is taught often is not aligned with what’s tested.
Vol. 24, Issue 21, Page 13Published in Print: February 2, 2005, as Standards Reform Seen as Unfinished