Panel Discussion AN EDUCATION SUPPORT SYSTEM
نویسنده
چکیده
Before I begin the substance of my remarks, I would like to reveal some of my background because it will explain the views I am about to share. I am usually described as an expert on urban education. During the past ten years I have been involved in urban school reform, including efforts as a researcher, central office administrator, or leader of a local education fund in Prince George’s County, Maryland, Baltimore, Philadelphia, and Washington, DC public schools. All of these systems are now subject to some type of state intervention. Thus, you might not be pleased to learn that I am now developing a close relationship with the Boston public school system. We will see if my record remains consistent. More seriously, my experience has taught me several lessons about the magnitude and complexity of implementing standards-based reform in urban school systems. But first, I would like to point out that much of the conference discussion has dealt with standards-based accountability—a part, but not the whole, of standards-based reform. Standardsbased reform emphasizes the importance of using content and performance standards—descriptions of what students should know and be able to do along with examples of what it means to be proficient—to strengthen and align curriculum and instruction, assessment, and professional development, as well as to inform decisions about school funding and other factors central to teaching and learning. This movement, which began in the 1990s, was spurred by international comparisons of student performance that showed American students faring poorly in mathematics and science in relation to their peers in Europe and Asia. The validity of these findings has been challenged based on differences in the range of
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تاریخ انتشار 2003