Standards Report Roundup

Standards Reform Seen as Unfinished

By Lynn Olson — February 01, 2005 1 min read

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.

A version of this article appeared in the February 02, 2005 edition of Education Week

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