[regional_school] Re: How well does the standards movement stack up?
- From: Shawgi Tell <stell5@xxxxxxx>
- To: regional school <regional_school@xxxxxxxxxxxxx>
- Date: Wed, 22 Dec 2010 09:37:40 -0500 (EST)
From the standpoint of students, teachers, education, and society the standards
movement has been harmful and destructive, achieving no progressive goals. But
it has been a huge success from the standpoint of "education reformers" and the
corporate world. The use of standards, tests, data, and metrics over the last
20-30 years has allowed these forces to successfully usher in many of the new
arrangements they want under the veneer of high ideals.
s
----- Original Message -----
From: William Cala
To: regional school
Sent: Wed, 22 Dec 2010 09:23:47 -0500 (EST)
Subject: [regional_school] How well does the standards movement stack up?
Excellent study! Bill Articles
——–
How Well Does the Standards Movement Measure Up? An Analysis ofAchievement
Trends, Academic Course-taking, Student Learning, NCLB, and
Changes in School Culture and Graduation Rates
Lawrence C. StedmanAbstractThis is the first of two papers examining the
standards movement. In it, I review data from NAEP, the SAT, the international
assessments, transcript studies, and NCLB assessments, as well as surveys and
case studies of changes in curriculum and pedagogy. The picture is a bleak one.
Over the past quarter century, achievement has stagnated, dropouts and
aliteracy have grown, and large minority achievement gaps have persisted. The
quality of student learning remains poor. School changes, stratified by class
and race, have constricted instruction and harmed students and teachers. NCLB
has made things worse, not better. Even in the two areas where the movement has
achieved some success—lower grade math achievement and high school academic
enrollments—the gains were largely superficial, other forces such as
teaching-to-the-test and social promotion contributed, and serious deficiencies
remain.In the second paper, “Why the Standards Movement Failed,” I examine the
educational and political reasons for the failure—including its misconstruction
of pedagogy and links to the neoliberal reform project—and propose a
progressive alternative.__._,_.___
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