LEADER 04167nam 2200625 a 450 001 9910953983503321 005 20251116231319.0 010 $a0-309-17854-1 010 $a1-281-72683-4 010 $a9786611726836 010 $a0-309-12036-5 035 $a(CKB)1000000000536650 035 $a(EBL)3378361 035 $a(SSID)ssj0000106713 035 $a(PQKBManifestationID)11133708 035 $a(PQKBTitleCode)TC0000106713 035 $a(PQKBWorkID)10110511 035 $a(PQKB)10090173 035 $a(MiAaPQ)EBC3378361 035 $a(Au-PeEL)EBL3378361 035 $a(CaPaEBR)ebr10235155 035 $a(CaONFJC)MIL172683 035 $a(OCoLC)923278799 035 $a(BIP)53855103 035 $a(BIP)21781870 035 $a(EXLCZ)991000000000536650 100 $a20080802d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing the role of K-12 academic standards in states $eworkshop summary /$fAlexandra Beatty, rapporteur, Committee on State Standards in Education: A Workshop Series, Center for Education, Division of Bahavioral and Social Sciences and Education 205 $a1st ed. 210 $aWashington, D.C. $cNational Academies Press$d2008 215 $a1 online resource (59 p.) 300 $aDescription based upon print version of record. 311 08$a0-309-12035-7 320 $aIncludes bibliographical references (p. 37-38). 327 $tPolicy context --$tEstimating costs --$tAnalyzing state standards --$tWrap-up and next steps --$tReferences --$gAppendix:$tworkshop agenda and participants. 330 $aEvery state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects. This abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report A Nation at Risk, and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible? The committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. Assessing the Role of K-12 Academic Standards in States: Workshop Summary summarizes this workshop and the committee's recommendations. 606 $aEducational evaluation$zUnited States$vCongresses 606 $aEducation$xStandards$zUnited States$vCongresses 615 0$aEducational evaluation 615 0$aEducation$xStandards 676 $a379.1/58 700 $aBeatty$b Alexandra S$0865114 712 02$aNational Research Council (U.S.).$bCenter for Education. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953983503321 996 $aAssessing the role of K-12 academic standards in states$94475049 997 $aUNINA