A Progressive Case for Educational Standardization: How Not to Respond to the Spellings Report

Autor/inn/en	Graff, Gerald; Birkenstein, Cathy
Titel	A Progressive Case for Educational Standardization: How Not to Respond to the Spellings Report
Quelle	In: Academe, 94 (2008) 3, S.16-18 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-2946
Schlagwörter	Stellungnahme; Higher Education; Accountability; Federal Legislation; Standardized Tests; Critical Thinking + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Bundesrecht; Standadised tests; Standardisierter Test; Kritisches Denken
Abstract	In responses from higher education to the 2006 report on Secretary of Education Margaret Spellings's Commission on the Future of Higher Education, "A Test of Leadership: Charting the Future of U.S. Higher Education," one particular argument is made repeatedly: that educational standardization of the sort implicitly called for in the report is neither possible nor desirable, as it would destroy the diversity of American colleges and universities, a fundamental strength that cannot be reduced to a common standard or measure of educational effectiveness. The authors counter both this argument and similar critiques of higher education, asserting that an alternative to rejection of the concept of common standards should be sought. Rather than insisting on irreducible diversity, they advocate that those who are in higher education should open up debates on campuses across the country to determine whether common practices underlie that diversity. (ERIC).
Anmerkungen	American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. Tel: 800-424-2973; Tel: 202-737-5900; Fax: 202-737-5526; e-mail: academe@aaup.org; Web site: http://www.aaup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10