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Essay / Research Paper Abstract
A 4 page paper that begins with a discussion of the major catalysts for standards-based reform. The writer explains the three categories of standards and the main changes in the education system since these changes. The writer also comments on the effectiveness of this approach. bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGedrfst.rtf
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Unformatted sample text from the term paper:
National Commission on Excellence in Education, under the direction of President Reagan, published A Nation At Risk. This Commission made specific recommendations to improve the nations education system, including the
adoption of higher standards for performance. The report stated: "the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future"
(Coeyman, 2003). This is most likely the document that brought about modern curriculum reform efforts (Coeyman, 2003; Stites, n.d.). Numerous other reports followed, including the America 2000 reform agenda as
devised by the governors (Stites, n.d.). The most recent federal attention to the state of public education, of course, is President Bushs No Child Left Behind Act (NCLB), which
was passed in response to decades of concern with the lack of student achievement in our nations public schools. This bipartisan Act was passed in 2001 (U.S. Department of Education,
2004). Among other things, this Act dramatically increased accountability for student academic achievement at state and local levels (U.S. Department of Education, 2004). The Act requires schools and school districts
to improve annually, which is to be demonstrate by standardized testing processes for grades 3 through 8 (U.S. Department of Education, Executive, 2004). Schools that fail to meet adequate yearly
progress (AYP) goals will face corrective action (U.S. Department of Education, 2004). The term higher standards is found consistently in educational reform efforts. In order to demonstrate improvement and achievement
of standards, schools typically use standardized testing instruments. Politicians want hard data but many teachers feel the focus on these types of tests diminishes the quality of teaching and learning
because both teachers and administrators are overly focused on higher test scores (Coeyman, 2003). Prior to standards-based reforms, there was no unified accountability system. State-level departments of education has historically
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