Goals 2000 and the Standards Movement

Schwartz, Robert; Robinson, Marian A.

doi:10.1353/pep.2000.0016

Cited by 25 publications

(12 citation statements)

References 6 publications

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“…Federal policy makers have similarly leveraged the capacity and license of state education reforms. For example, George H. W. Bush’s 1989 Charlottesville education summit of federal policy makers and education reform-minded governors built political support for the passage of Improving America’s Schools Act in 1994 (Manna, 2006; Schwartz & Robinson, 2000). Seven years later, the authors of No Child Left Behind strategically included accountability provisions in the law after successful implementation of similar state efforts (Manna, 2006).…”

Section: Theoretical Framing and Literature Reviewmentioning

confidence: 99%

Teacher Evaluation Reform: A Convergence of Federal and Local Forces

Bleiberg

Harbatkin

2018

Educational Policy

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This article employs event history analysis to explore the factors that were associated with the rapid uptake of teacher evaluation reform. We investigate three hypotheses for this rapid adoption: (a) downward diffusion from the federal government through Race to the Top (RTTT), (b) upward diffusion from large school district policies, and (c) the influence of intermediary organizations. Although RTTT clearly played a role in state adoption, our analysis suggests that having a large district implement teacher evaluation reform is the most consistent predictor of state adoption. Intermediary organizations appeared to play a role in the process as well.

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Section: Theoretical Framing and Literature Reviewmentioning

confidence: 99%

Teacher Evaluation Reform: A Convergence of Federal and Local Forces

Bleiberg

Harbatkin

2018

Educational Policy

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“…The response came in three initiatives: National Education Goals, National Standards for what should be taught, and National Assessments of Educational Progress (Schwartz and Robinson ). While acknowledgments to Harris were scarce, nevertheless the list of challenging subject matter in the original National Education Goals bore a remarkable resemblance to the five windows on the soul.…”

Section: The Fate Of Twentieth‐century Geography: “From Extreme To Exmentioning

confidence: 99%

Grappling with Geography's Existential Dilemma: The Legacy of William Torrey Harris

Downs

2017

Geographical Review

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Geography's existence as a school or college subject has never been a given. While geographers make cases for geography's importance, acceptance of those cases rests not on impassioned rhetoric but on the social and intellectual contexts into which disciplines fit. Contexts are contested and they change. From a seemingly secure position at the beginning of the twentieth century, geography's role in American schools has been eroded and diminished by corrosive forces. Geographers need convincing answers to the existential question lest the subject disappear entirely. Geography's enviable position was in large measure the work of William Torrey Harris. Harris made a compelling existential case for geography and his vision, its implementation, its rejection, and its fate offer a model from which geographers can learn. Understanding how to respond to a social and intellectual context is crucial to geography's future.

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“…It is generally agreed upon that the current standards-based reform movement began with the publishing of A Nation at Risk in 1983 (Schwartz & Robinson, 2000; Sunderman, Gracey, Kim, & Orfield, 2004). The report bemoaned America’s relatively weak and discontinuous educational system, claiming that the situation had grown so severe that it was now a crisis with national security, as well as economic, implications.…”

Section: The Evolution Of American Educational Structure: a Bipartisamentioning

confidence: 99%

Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate

Margolis

Meese

Doring

2016

Education and Urban Society

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This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of structuring the work of teaching, who argue that education, and particularly urban education, needs to be standardized and monitored. We then share literature from teacher freedom proponents who argue that educators need to adapt their curriculum and pedagogical approaches based on students' needs and their own professional judgment. We conclude by arguing that urban teaching needs to be structured to promote freedom, in light of recent developments in the often-ignored fields of neuroscience and neuropsychology.

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Goals 2000 and the Standards Movement

Cited by 25 publications

References 6 publications

Teacher Evaluation Reform: A Convergence of Federal and Local Forces

Teacher Evaluation Reform: A Convergence of Federal and Local Forces

Grappling with Geography's Existential Dilemma: The Legacy of William Torrey Harris

Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate

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