Christopher T. Cross Zayed University College of Education International Education Conference March 31, 2002 Christopher T. Cross Senior Fellow Center

Christopher T. CrossChristopher T. Cross

Zayed UniversityZayed UniversityCollege of EducationCollege of Education

International Education ConferenceInternational Education Conference

March 31, 2002March 31, 2002

Christopher T. CrossChristopher T. Cross Senior Fellow Senior Fellow

Center on Education PolicyCenter on Education Policy


Essential IssuesEssential Issues

• How did the standards movement evolve?• What do the various terms mean?• What standards exist?• How do standards relate to curriculum,

instruction and assessment?• How do standards affect teaching?• Hurdles, public opinion and the evolving

understanding of standards implementation


Goal vs. StandardGoal vs. Standard

• A Standard is a specific statement of what students should know and be able to do in a specific subject. A goal is the end that one strives to achieve, e.g. 70 percent of students will be at the proficient level or higher


Types of StandardsTypes of Standards

• Content Standard- Description of what students are expected to know and be able to do in a given subject area.

For example, “By the end of grade 3, students should be able to do three digit

multiplication and division.”



• Performance Standards – Description of what level of performance is expected by the student.

For example, “Students should be able to do 70 percent of problems involving three digit multiplication and division in order to achieve the proficient level>”



• Teaching Standard- Description of the expected quality of instruction, instructional methodology, and learning projects that teachers offer to students

. For example, “The teacher should have specific subject matter and pedagogical training on the curriculum being used in that school and be able to apply that instruction to assist students.”


Key Events in Standards ReformKey Events in Standards Reform

• 1983- A Nation at Risk• 1989 First National Education Summit• 1990 – National Education Goals Established• 1994 – ESEA Amendments incorporating standards• 1989-1995- Release of voluntary standards• 1995 – Data on TIMSS released• 1997 – National Commission on Teaching and America’s

Future releases report• 2002- No Child Left Behind law signed


Eight Reasons Public Embraced Eight Reasons Public Embraced Standards Standards

• Federal and state commissions dramatize declines in quality of public education

• Students perform poorly on international assessments• Policymakers shift to outcomes measures• Achievement gaps by race and gender publicized• International comparisons reveal US practice of

“tracking” students, raising significant equity issues


Eight Reasons Public Embraces Eight Reasons Public Embraces Standards Standards (continued)(continued)

• International economic competition creates more rigorous requirements for the average worker

• Health and education are linked with education seen as a public health issue- NICHD work

• The educational system becomes a “catch-all” for society. Standards re-center the school’s mission


Why are Standards Important?Why are Standards Important?

• ACCOUNTABILITY- Standards provide the basis for holding both students and educators accountable.

• EQUITY - Standards address the inequities in teaching and expectations for all students.

• RAISE THE FLOOR - Standards increase expectations to a new, higher level.

• SYSTEMIC REFORM - Standards are a cornerstone for related reform components, such as professional development, testing, etc.


Montgomery Co., MDMontgomery Co., MD Algebra I Cutoff Scores by Grade Algebra I Cutoff Scores by Grade

55647485Whitman

54647688Magruder

33526779JFK

35445363Einstein

48576676Blair

56667686BCC

DCBAH.S.

Percentage’s Scores Students Need to Achieve a Grade Level Differs Drastically By School


Yes to a Graduation TestYes to a Graduation Test

• 70% of adults say that students should have to “pass statewide tests before they can graduate from high school, even if they have passing grades.”

• 79% of adults support statewide graduation tests if they know that high school students “could take the test several times.”


Elements in a Standards-Driven Elements in a Standards-Driven System of EducationSystem of Education

• Establish standards with public input• Align curriculum with standards• Implement aligned professional development• Develop/adopt aligned assessments• Create a system of accountability• Design a system of continuous improvement


A Teacher’s QuoteA Teacher’s Quote

• “Not all schools give passing grades for the same mastery of skills and information…This variation is evident from school to school and from district to district, and to deny the variation would be totally naive.” Susan Schwartz, Physics Teacher, Montgomery, Co, Maryland


A Standards-Driven System A Standards-Driven System Leaves Many Issues for Local Leaves Many Issues for Local

DecisionsDecisions• Staff hiring, firing and evaluation

• Length of school day and year

• Professional development

• Funds allocation

• Graduation Requirements

• Issues of equity and opportunity


Example of a Strong Standard Example of a Strong Standard in English Language Artsin English Language Arts

• “Locate and analyze elements of plot and characterization and then use an understanding of these elements to compose a short essay on how the qualities of the central characters determine resolution of the conflict.”


Example of a Strong Standard Example of a Strong Standard in English Language Artsin English Language Arts

• “Evaluate the structural elements of the plot (e.g. subplots, parallel episodes, climax), the plot’s development, and how (and whether) conflicts are (or are not) addressed and resolved.”


Criteria for StandardsCriteria for Standards

• Important subject matter• Rigorous• Balance of knowledge and skills• Developmentally appropriate• Specific• Measurable• Clear and concise• Can be taught• Created with public support and involvement


State of the State StandardsState of the State Standards

• Ed Week reports that 49 states have standards in the core subjects

• Only 17 states have report cards with data that is disaggregated by race

• Only 20 states require that report cards be sent home, only 10 have similar school data


State of the States State of the States AssessmentsAssessments

• 15 States use only test score data

• Another 15 states also use other factors (such as portfolios, grades, etc)

• For failed schools, 9 states can close that school, 15 others can reconstitute it

• 17 states make graduation contingent on exams, only 6 are based on 10th grade or higher performance


Structure of a Standards SystemStructure of a Standards System

Philosophy & Mission StatementGoals

Content Standards

Performance Standards Assessments

CurriculumCourse Objectives

Instructional Unit ObjectivesInstructional

ActivitiesDistrict &

Class Assignments

Teaching Strategies

MaterialsTexts

Resources


Students Unruffled by Standardized Students Unruffled by Standardized TestsTests

• Tests ask Fair Questions 80%• Other topics are not neglected 77%• I’m taking the right number of tests 67%• When I take a test I get nervous, but I can handle

it 67%


Teachers and Parents See Teachers and Parents See ChangeChange

• Percentage of parents saying:

“In my community the public schools have higher academic standards than the private schools”

1998 - 22%

2001 - 34%


Teachers and Parents See Teachers and Parents See ChangeChange

• Percentage of teachers saying:

“My school automatically promotes students when they reach a maximum age”

1998 - 41%

2001 - 31%


Teachers and Parents See ChangeTeachers and Parents See Change(continued)(continued)

• Percentage of teachers saying: “The number of kids at my school going to

summer school for remedial purposes has increased.”

1998 - 28% 2001 - 37%


What should your school district do when What should your school district do when it comes to the effort towards higher it comes to the effort towards higher

standardsstandards

0%

10%

20%

30%

40%

50%

60%

70%

Parents Professors

Stop the effort

Continue theeffortContinue withAdjustments


Students Standards: Major Hurdles Students Standards: Major Hurdles and Dilemmasand Dilemmas

• High stakes politics

• Technical design of accountability systems

• Public communications and engagement

• Coalition building

• Impact on one’s own child


Original and Modified Theories of Original and Modified Theories of Standards-Based ReformStandards-Based Reform

AmbitiousStandards

Aligned Assessments

School Accountability

Clear & High Expectations

for All

Guide for Improvement

Motivation to Improve

Aligned Professional Development

System

School Flexibility

Better Teaching

More Instructional

Time for Some

Students

Higher Achievement

for All

Original Theory


Original and Modified Theories of Original and Modified Theories of Standards-Based ReformStandards-Based Reform

AmbitiousStandards

Expectations for

Instructional Practice

Aligned Prof. Development

Aligned Assessment

School Accountability

School Flexibility

Clear & High Expectations for Students

Guide for Improvement

Motivation to Improve

Better Teaching

More Instructional

Time for Some

Students

Higher Achievement

for All

Modified Theory

Documents

Christopher T. Cross Zayed University College of Education International Education Conference March 31, 2002 Christopher T. Cross Senior Fellow Center