This digest in Spanish offers a snapshot of the standards movement: its origins, the definitions of standards and which ones matter, its successes at the district and state levels, the backlash against the movement, and possible policy directions. While a broad coalition of constituencies has embraced standards-based reform as a means of improving public schools' accountability, preparing a globally competitive work force, and decreasing the achievement gap among various racial ethnic groups, equally vocal groups are arguing that the tough standards movement is flunking too many students and detracting from classroom learning. Critics say the standards movement has been "reduced to a single policy--high stakes testing" linking one set of standardized tests scores to promotion, high-school graduation, and even educator salaries and tenure decision. Moreover, states pushing for higher standards must provide massive funding for the remedial, tutoring, and professional-development programs needed to enhance students' success. As of early 1999, only 11 states offered such funding. Drawing on pioneering districts' initial successes, educators are advised to make learning (not testing) the goal, provide special assistance for disadvantaged students, set realistic failure rates, invest in wide-ranging reforms, make retention a last resort, capitalize on publicity, and concentrate on urban high schools. (Contains 14 references.) (DFR)