The Standards Movement What is it? a powerful national effort to set clear educational goals a means of preparing children for a high-tech, global economy pre-determined standards and tests to which schools are aligning their curricula

How did the standards movement begin?

Sputnik In 1957 the Soviet Union launched first unmanned satellite. set off wave of panic that Soviets were leading space race resulted in self-criticism and curricula reform more advanced math and science were taught at earlier grade levels “new math” and “new science” were adopted eventually abandoned in the 1970’s

Japan In the 1970’s, U.S. superiority in economic world was challenged. We were being outperformed by the Japanese automotive and high-tech industries. The response was to look at our schools as source of problem. Schools were not producing a competitive skilled and educated workforce.

A Nation at Risk loudest warning came in 1983 by U.S. Department of Education report said that our schools had succumbed to “a rising tide of mediocrity that threatens our very future as a Nation and a people” report called for higher academic expectations for students, longer school days and year

A Nation at Risk -the aftermath Endless reports followed In 1989, President Bush and the nation’s governors put the standards movement into high gear Created six national goals America would be first in math and science by the year 2000 (which it wasn’t). Panel was set up to establish “world class standards”

Goals 2000: Educate America Act set criteria for state and local districts set up a variety of bureaucracies to implement goals state must devise school improvement plans that align with National standards if accepting federal money tells states how and where to spend their money mandates social services created National Skills Standards Board must align all assessments, curriculum and teacher developments before receiving IASA money

The standards movement - Boy, is it controversial!

Five Fatal Flaws 1. It gets motivation all wrong. from Schools Our Children Deserve 1. It gets motivation all wrong. Doesn’t seek tasks for the students that are meaningful and motivating Encourages harder tasks and external pressure and incentives to produce motivation Urges consequences such as retention if students do not meet set standard Promotes regurgitation of memorized materials instead of true understanding of ideas

2. It gets pedagogy all wrong Encourages “basic skills” or “core knowledge” teaching Limits teacher to set curriculum mandated by testing Public pressure for performance promotes “teaching to the test”

3. It gets evaluation wrong. “Higher standards,” “raising the bar,” and “excellence” all refer to scores on standardized tests Tests are multiple choice, norm-referenced and imperfect Evaluation of school districts, teachers and opportunities for funding will rest on test scores Scary to think how much may lie on the results of these standardized tests

4. It gets school reform wrong. Does reform mean specifying exactly what must be taught and learned? Will teachers be told what to teach and when to teach it? Is the accountability for people in the classroom being controlled by people not in the classroom?

5. It gets improvement wrong. Suggests that harder is better Can tests, texts and teachers be judged on a single criterion? If we do it “harder, stronger, louder and meaner,” will we have a better school system and thus a better country? It remains to be seen.

Illinois State Standards The standards movement is on our door step.

What are they? Statements that establish essential knowledge and skills that ALL Illinois students enrolled in public schools are expected to know and be able to do.

History 1985- 34 Goals for learning became model for nation 1995- Illinois Standards project began 1996- Drafts released for public comment 1997- Standards refined and accepted by State Board of Education

Goals guide the redesign of state assessments guide teacher preparation and professional development assist schools and teachers with curriculum, instruction and assessment create new learning experiences for students

incorporate technology guide the use of funds to better support teaching and learning guide school improvement plans communicate the purpose and results of K-12 public education in Illinois

Why do we need standards? They: set uniform high expectations for all students ease transitions from school to school and grade to grade provide an equal opportunity to learn for all students clarify the intended result of schooling specify exactly what will be assessed establish criteria for meaningful accountability define the knowledge and skills teachers need

Standards: Do we have to? August 6, 1996- signing of the Illinois Quality School Act State Board of Education set about establishing a set of academic standards According to Illinois School code, all public schools must “set student learning objectives which meet or exceed goals established by the State.”

Standards Movement: What do you think?

Discussion Questions 1. Does your district align curriculum to state standards? If not, are they planning to? 2. Is there any activity, unit, lesson, etc. that you give up or change due to state standards? 3. How do you feel about the push for uniform standards and assessments throughout Illinois and the nation? 4. Do you feel your children are benefiting from state standards? 5. Do you think the children are developmentally ready to absorb and implement the heavy load of content that they need to meet state standards?

Developmental Theorists And the Standards Movement What the standards say: We must set clear educational goals for the children in order to prepare them for a bright future. What Rousseau and other theorists say: We are too focused on setting goals, which often blind us to the natural ways that children grow and develop.

We need to focus on what children will need in the future We need to push children to be strong students. There is no time for the arts. When we focus too exclusively on what children may need in the future, we deny them opportunities to develop at their own pace. (Piaget) Children love to sing, dance and play which all blossom at different times in their lives. Young children seem to be more artistic than rational.

The schools are limiting the arts in push to make children become more rational thinkers at an early age. Some schools are even pushing for as early as pre-school and kindergarten. Nature does not play a role in education today. Some children are struggling because the work is too difficult for them. They are learning to become dependent thinkers and have fewer opportunities to become creative. Montessori began to articulate ways in which children’s contact with nature can help them develop and give them a sense of unity with world.

Advocates for the standards do not encourage schools to find tasks that students find more intrinsically meaningful and motivating. Movement asks us to assign more difficult and challenging work with external pressures and incentives that go along with that. There would be less depression, restlessness, and impulsivity in children if we connected them more with nature, which would give them a more calming presence in their lives. This method will not help children. They will dislike school more because of the added pressure.

Children need to under-stand the value of stretch- ing themselves and learn self-discipline. Standards suggest holding students back in their current grade if they do not pass the standardized tests. Students need to be motivated on their own. Push to learn. It is better to base education on intrinsic motivation. Education should be child-centered. Enable children to develop naturally at their own pace and results will be happy children who are comfort-able with themselves.

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