Discusses why some school boards are raising academic eligibility requirements for student athletes, and the divisive effects created in some communities. (LMI)

The "one-size-fits-all" approach to teaching and program delivery is indefensible. Minnesota has enacted a law specifying standards of knowledge and skills that high school students must demonstrate to qualify for a diploma via multiple pathways. All pathway programs (classical, postsecondary, interactive-technology evening school,…

This article discusses how one middle school social studies teacher balances differentiated instruction, best practices, and state-mandated accountability. Recommendations include: begin with the end in mind; teach conceptually; think of the standards as providing useful scaffolding; limit and differentiate test-taking strategies; and let data…

Draws on case studies to analyze three elementary school teachers' subjective experience of standards-based school reform in Washington, focusing on their perception of changes in support for teacher professional development. Finds that despite a policy shift from initially supporting teachers' involvement in reform to policies leaving teachers…

Discusses the historical elements related to the U.S. kindergarten development. Notes that while parents disagree on kindergarten content and quality, they strongly favor its existence for offering their children an academically competitive edge. Questions if kindergarten is a first step in public primary education or a last step in developmental,…

Presents the background to the standards movement in U.S. education, asserting that it has had a negative impact on teacher education and teacher education accreditation. The article describes a recent accreditation review of the application of an overly narrow understanding of standards and legitimate evidence, and it suggests a possible…

Describes the public's desire for teaching quality and teacher accountability. Asserts that while teachers and teacher educators must be accountable for their work, this work cannot be determined by narrow conceptions of teaching quality and student learning focused exclusively on test scores and ignoring the complexity of teaching and leaning,…

Well-sequenced K-12 adventure programs avoid student boredom due to repetition. Aligning adventure programs with established standards requires planned sequences with activities that enhance learning outcomes. Written curricula can accomplish these objectives while documenting how programs meet educational needs. Project Adventure has developed an…

Explores the limitations of strict adherence to standards, critiquing the Interstate New Teacher Assessment and Support Consortium's "Model Standards for Beginning Teacher Licensing and Development" and suggesting that it emphasizes instrumental thinking (focused on the means to particular ends) rather than an ethical orientation. The…

The purpose of this article is to spark discussion regarding the value and feasibility of empirically based procedures for goal setting and evaluation of educational services. Recent legal decisions and policy debates point to the need for clearer criteria in decisions regarding appropriate educational services. Possible roles for school…

Reading scores of 461 students with learning disabilities were followed across 5 years as the district implemented a state-mandated accountability plan and large scale testing program. Analyses indicate that the district's performance with students with learning disabilities improved in terms of mean reading score and percent proficient in reading…

Evaluated the Connected Mathematics Project (CMP), a middle school reform mathematics curriculum used in Louisiana's Lafayette parish. Analysis of Iowa Test of Basic Skills and Louisiana Education Assessment Program mathematics data indicated that CMP schools significantly outperformed non-CMP schools. Surveys of teachers and students showed that…

Discusses accountability in U.S. K-12 public education today, describing three ideas of accountability: trust the experts (within the system reform), trust but verify (standards based reform), and trust the customers (free market reform). Examines political obstacles, mixed results of the various reform strategies, lessons learned about…

Presents a critical analysis demonstrating that scripted phonics programs hold student and teachers as curriculum hostages. Begins as an investigation into the uses of predictable texts to teach reading in primary classrooms. Discusses how the mandated program is so oriented to preciseness that the students are less willing to take risks as…

Examined how a statewide reform initiative, when considered a professional development opportunity, impacted teachers' capabilities to become change agents and how district contexts shaped the development of these capabilities. Interview and artifact data indicated that teachers experienced changes in personal literacy practices and views of…