The paper considers theoretical and empirical evidence on the impact of standards-based school reform. Our theoretical synthesis distinguishes between sorting and incentive effects of high standards, and spells out the potential tradeoffs and complementarities between enhancing efficiency and equity in student achievement. Differentiated credentials can be helpful in ameliorating tradeoffs, provided that distinct signals are clearly understood, especially between cognitive and non-cognitive skills. The paper reviews trends in state-level school accountability systems, and examines empirical evidence on the impact of increased standards and expectations on student achievement. Finally, the paper reviews some of the practical challenges facing the standards movement.
{"title":"Incentives and Equity under Standards-based Reform","authors":"Robert M. Costrell, J. Betts","doi":"10.1353/PEP.2001.0001","DOIUrl":"https://doi.org/10.1353/PEP.2001.0001","url":null,"abstract":"The paper considers theoretical and empirical evidence on the impact of standards-based school reform. Our theoretical synthesis distinguishes between sorting and incentive effects of high standards, and spells out the potential tradeoffs and complementarities between enhancing efficiency and equity in student achievement. Differentiated credentials can be helpful in ameliorating tradeoffs, provided that distinct signals are clearly understood, especially between cognitive and non-cognitive skills. The paper reviews trends in state-level school accountability systems, and examines empirical evidence on the impact of increased standards and expectations on student achievement. Finally, the paper reviews some of the practical challenges facing the standards movement.","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81324375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
setting process can go awry and point out the dangers of having a Presi-dentially appointed unaccountable body certifying education standards.
设定过程可能会出错，并指出由总统任命的不负责任的机构来认证教育标准的危险。
{"title":"Goals 2000 and the Standards Movement","authors":"Robert B. Schwartz, M. Robinson","doi":"10.1353/pep.2000.0016","DOIUrl":"https://doi.org/10.1353/pep.2000.0016","url":null,"abstract":"setting process can go awry and point out the dangers of having a Presi-dentially appointed unaccountable body certifying education standards.","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77440054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Federal Bilingual Education Program","authors":"Christine H. Rossell","doi":"10.1353/pep.2000.0014","DOIUrl":"https://doi.org/10.1353/pep.2000.0014","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81277115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
both national and local evidence on the relationship between practices and outcomes. The model is as applicable to drug
关于实践与结果之间关系的国家和地方证据。该模型同样适用于药物
{"title":"The Safe and Drug-Free Schools Program","authors":"L. Sherman","doi":"10.1353/pep.2000.0020","DOIUrl":"https://doi.org/10.1353/pep.2000.0020","url":null,"abstract":"both national and local evidence on the relationship between practices and outcomes. The model is as applicable to drug","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83552533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Federal Support for Technology in K-12 Education","authors":"Gary Chapman","doi":"10.1353/pep.2000.0001","DOIUrl":"https://doi.org/10.1353/pep.2000.0001","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79532241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Federal Role in Teacher Professional Development","authors":"J. Koppich","doi":"10.1353/pep.2000.0010","DOIUrl":"https://doi.org/10.1353/pep.2000.0010","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79915607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comment","authors":"Catherine E. Snow","doi":"10.1353/pep.2000.0015","DOIUrl":"https://doi.org/10.1353/pep.2000.0015","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76481012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Can the national commitment to equal educational opportunity for all be sustained without weakening schools? This paper says yes and suggests principles for a new federal role. It shows how government policies have made schools more formal and complex; engineered political pressures that distorted schools’ operations and priorities; and imposed requirements that facilitate oversight by legislatures, bureaucracies, and courts, yet impede effective instruction
{"title":"The Federal Role in Education","authors":"P. Hill","doi":"10.1353/PEP.2000.0006","DOIUrl":"https://doi.org/10.1353/PEP.2000.0006","url":null,"abstract":"Can the national commitment to equal educational opportunity for all be sustained without weakening schools? This paper says yes and suggests principles for a new federal role. It shows how government policies have made schools more formal and complex; engineered political pressures that distorted schools’ operations and priorities; and imposed requirements that facilitate oversight by legislatures, bureaucracies, and courts, yet impede effective instruction","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88986382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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