This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by RESNICK, D. P. Articles by RESNICK, L. B. Search for Related Content Social Bookmarking                         What's this?

Standards, Curriculum, and Performance: A Historical and Comparative Perspective

Carnegie- Mellon University

LAUREN B. RESNICK

Learning Research and Development Center, University of Pittsburgh

This article considers how educational standards are established and maintained, and how they can be improved in American schools. The authors argue that curriculum (what is taught) and assessment (the way we judge what is learned) play the largest role in shaping what is demanded in schools and thus what our students can be expected to learn. Neither issue has received adequate attention in current debate over the state of our schools and the compelling need for school reform. This article addresses both issues in a historical and comparative perspective and argues that higher standards are within reach through the development of new and parallel initiatives in curriculum and evaluation. The authors outline potential improvements through (a) upgrading the curriculum, (b) utilizing new forms of assessment, and (c) rethinking the concept of tracking to .focus on high standards in the middle school. They consider these steps as being among those most likely to meet current needs.

Educational Researcher, Vol. 14, No. 4, 5-20 (1985)
DOI: 10.3102/0013189X014004005


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. Glaser and E. Silver Chapter 9: Assessment, Testing, and Instruction: Retrospect and Prospect Review of Research in Education, January 1, 1994; 20(1): 393 - 419. [PDF]

				V. E. Lee, A. S. Bryk, and J. B. Smith Chapter 5: The Organization of Effective Secondary Schools Review of Research in Education, January 1, 1993; 19(1): 171 - 267. [PDF]

				W. H. Clune and P. A. White Education Reform in the Trenches: Increased Academic Course Taking in High Schools With Lower Achieving Students in States With Higher Graduation Requirements Educational Evaluation and Policy Analysis, January 1, 1992; 14(1): 2 - 20. [Abstract] [PDF]

				D. K. Cohen and J. P. Spillane Chapter 1: Policy and Practice: The Relations Between Governance and Instruction Review of Research in Education, January 1, 1992; 18(1): 3 - 49. [PDF]

				P. A. Moss Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment Review of Educational Research, January 1, 1992; 62(3): 229 - 258. [Abstract] [PDF]

				L. Cuban Reforming Again, Again, and Again Educational Researcher, January 1, 1990; 19(1): 3 - 13. [Abstract] [PDF]

				P. Atkinson, S. Delamont, and M. Hammersley Qualitative Research Traditions: A British Response to Jacob Review of Educational Research, January 1, 1988; 58(2): 231 - 250. [Abstract] [PDF]

				S. L. Koffler Assessing the Impact of a State's Decision To Move From Minimum Competency Testing Toward Higher Level Testing for Graduation Educational Evaluation and Policy Analysis, January 1, 1987; 9(4): 325 - 336. [Abstract] [PDF]

				E. L. McDill, G. Natriello, and A. M. Pallas Raising Standards and Retaining Students: The Impact of the Reform Recommendations on Potential Dropouts Review of Educational Research, January 1, 1985; 55(4): 415 - 433. [Abstract] [PDF]