登入選單
返回Google圖書搜尋
出版ERIC Clearinghouse, 2008
URLhttp://books.google.com.hk/books?id=G_4jvwEACAAJ&hl=&source=gbs_api
註釋The previous issue of "Blueprint" reported significant variability among state standards for education. Such variability means that depending where a student attends school, he might not cover the same material in a course called Algebra I, or Algebra II, or Grade 4, or Grade 6. Many citizens and leaders understand that having a single set of expectations for all students is an important initial step to improving both student achievement and equity. In a recent national survey, 69 percent of respondents indicated that they want to see one test and one set of standards for all students, regardless of whether the federal government or the states design and administer them. A growing number of state and national organizations have also expressed support for a single set of voluntary content and performance standards. Regardless of who takes the lead to develop these content standards, attention must be paid to the process that is used and the ultimate quality of the standards themselves; the standards must be grounded in evidence about the essential knowledge and skills that students need to be prepared for college and work. The standards must form a clear, coherent message about teaching and learning in each subject area, and serve as the basis of every child's education. ["Blueprint" is the policy primer of the James B. Hunt, Jr. Institute for Educational Leadership and Policy. Each "Blueprint" will focus on a critical issue in education policy, highlighting key research for policymakers and prompting discussion of solutions within states and across the nation. For the previous issue of "Blueprint", see ED505669.].