Effective school districts maintain superintendent and school board collegiality which can foster success and connectedness among members. Delagardelle and Alsbury (2008) found that superintendents and board members are not consistent in their perceptions about the work the board does, and Glass (2007) found that states do not require boards to…

In the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used specific policy tools to usurp the state's…

On the surface, it appears that it should be quite simple to identify the characteristics of a child who is ready for school and then to assess whether or not any given child has these characteristics. But readiness is a difficult construct and one that has been the topic of great debate. Assessment of readiness is even more challenging. Policies…

Examines the testing culture and the assessment culture in the context of calls for large-scale, national tests and from an anthropological model. Depicts the roles, rules, and rituals of each culture. Suggests that the cultural roles, rules, and rituals for the 21st century demand a culture of assessment rather than a culture of testing. (RS)

The first of Goals 2000, "all children in America will start school ready to learn," has been problematic to measure because of the ambiguity of "all,""start,""ready," and "learn." A more measurable and appropriate statement would be "all primary schools will be able to provide developmentally…

A Goals 2000 grant enabled Rutland Northeast (Vermont) Supervisory District to conduct a year-long unit-design project for K-12 teachers and university interns. Participants reported a sharpened focus for classroom activity, with purpose clearly defined by authentic tasks and rubrics. Freeing time for unit development represents a cost recoverable…

Reviews the impact of federal education reform measures, particularly Goals 2000, on Bureau of Indian Affairs (BIA) schools. The Office of Indian Education Programs organized a school support team process to assist BIA-responsible schools with the development of consolidated school reform plans, curriculum content standards, opportunity-to-learn…

Discusses the standards movement, several standards categories (content, performance, equal-opportunity, and world-class), state and professional standard-setting activities, ongoing controversies, teacher participation opportunities, and need for public support. The New Standards and Equity 2000 projects provide linkages to standards-based reform…

Describes the Effective Schools correlates monitoring and evaluation initiative implemented in 1989-94 (Phase One) in all Bureau of Indian Affairs schools as a means for generating a process of comprehensive school improvement planning. Discusses Phase One findings--areas of strength and weakness--and projections for the next step under Goals 2000…

Discusses the standards described in the U.S. book "National Standards for World History." Summarizes the book's content and gives examples of specific topics for different grade levels. Believes that world history teachers in Canada should read this book even though it excludes information on the South Pacific, Australia, and Canada.…

National standards and assessments (President Clinton's Goals 2000 Act) are being proposed to improve schools. This article reviews the bill and examines equity issues, including disparities in instructional conditions among racial/ethnic groups. Using tests to change teaching and learning reflects overreliance on top-down policy, distrust of…

Contends that, in an age of decreased educational funding, it is more likely that art teachers must work with administrators who have little or no art training. Asserts that art teachers must educate the administrators about the value of educational art programs. Provides suggested strategies to accomplish this goal. (CFR)

Examines the components of education and health care reform with particular attention to a reconceptualization of health care services in schools. Within this framework, special services professionals are highlighted as leaders in service coordination and delivery for students, staff, and the community at large. (Author/KW)

Asserts that this is a frenetic time for arts education. Discusses the formation and implementation of public policy regarding arts education. Concludes that the most responsible policies emerge when broad-based input from professionals and lay persons is solicited and acted upon. (CFR)

Asserts that the National Geography Standards identify what students should know and be able to do as a result of geography instruction. Identifies the action verbs used in the Standards' activity statements. Discusses these verbs in the context of Blooms cognitive taxonomy. (CFR)