Standards Gaps: Unintended Consequences of Local Standards-Based Reform

Autor/inn/en	Sandholtz, Judith Haymore; Ogawa, Rodney T.; Scribner, Samantha Paredes
Titel	Standards Gaps: Unintended Consequences of Local Standards-Based Reform
Quelle	In: Teachers College Record, 106 (2004) 6, S.1177-1202 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2004.00376.x
Schlagwörter	Academic Ability; Educational Opportunities; Academic Achievement; State Standards; Educational Change; Teaching Methods; School Districts + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Schulleistung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk
Abstract	In response to the establishment of standards by states and professional organizations, many local school districts have adopted a standards-based curriculum. The expressed purpose of standards is to improve student academic performance by providing teachers with a common sequence of targets at which to aim instruction. In this study, we examine unintended consequences of a school district's standards-based reform effort. Though the district intended to enhance student achievement and equalize educational opportunities for students, it instead caused the evolution of what can be called standards gaps, which resulted in differentiated curriculum and instruction along lines of students' academic ability. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10