Debating the Future of American Education: Do We Need National Standards And Assessments?

Ravitch, Diane

doi:10.1177/019263659608058318

Cited by 19 publications

(12 citation statements)

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“…It is doubtful those who consolidated bureaucracy as a model for education anticipated repercussions the institutional organizational structure would have on the current culture of U.S. public schools. Whereas individual public schools are celebrated by parents and embraced as social hubs within their communities, U.S. public education as a whole has been criticized for decades as entrenched in a malaise of mediocrity (Hess & Petrilli, 2009;Ravitch, 1995Ravitch, , 2000R. Rogers, 2012).…”

Section: Social Patterns Of Bureaucracymentioning

confidence: 99%

Advancing Leadership

Tenuto

2014

Sage Open

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Preparing students to become active citizens and contributors to a democratic society is premised on teaching democratic principles and modeling standards of democratic practice at all levels of education. The purpose of this integrative literature review is to establish a conceptual framework grounded in literature and a model for cultivating democratic professional practice in education (DPPE) to advance leadership for school improvement. This work is presented in three parts: (a) a review of historical references, reports, and legislation that culminated in increased accountability and standards in P-12 public education; (b) a discussion of social patterns in education generally associated with bureaucracy versus democracy; and (c) a new contribution to the literature, a model for cultivating DPPE is conceptualized to encourage leading and teaching professionals to reflect on beliefs and evaluate practices in advancing leadership for school improvement. Recommendations are included for further research.

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Section: Social Patterns Of Bureaucracymentioning

confidence: 99%

Advancing Leadership

Tenuto

2014

Sage Open

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“…The goals panel and the six national goals themselves (now increased to eight) subsequently were formally established in law in 1994 during the Clinton Administration under the Goals 2000: Educate America Act (Public Law 1994). This act was intended to lay the groundwork for the development of state and national standards in education (Ravitch 1995b). However, this effort failed to get off the ground, due in large part to concerns about federal intrusion into the long-held traditions of state and local control of education (an effort that was given new life in 2009 by action of the nation's governors and education chiefs; see Chapter 4 in this volume).…”

Section: A Nation At Risk-catalyst For Nationwide Education Reformmentioning

confidence: 99%

Education Reform and the Limits of Policy: Lessons from Michigan

Addonizio¹,

Kearney²

2012

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“…Focus on the effects of specific courses is another standard approach to reforming schools to improve achievement. Indeed, over the past decade there has been growing concern over what content (and in particular what culture's history) should be taught in school (Ravitch, 1995;Cornbleth, 1998). While increased emphasis on multicultural perspectives encourages courses in diverse ethnic history, others concerned with national identity emphasize content that provides a broad overview of central events and…”

Section: Reforms Targeting; History Achievemefitmentioning

confidence: 99%

Learning History in School: The Impact of Course Work and Instructional Practices on Achievement

Smith

Niemi

2001

Theory & Research in Social Education

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The connection between high school courses and student knowledge on standardized tesfs has seldom been sf udied in social sf udies fields-and almost never on a national basis and with a wide range of statistical controls. We look at the relationship between course m r k in U.S. hisfo y and perfbrmance on the 1994 NafionaJ Assessment of Educaf ional Progress luf ilizing the 1994 High School Transcript S f udy to measure course enrollrnmts). Wefind that s t u h t s who take more and higher-level course work, who reported greater emphasis on a broad away of historical fupics, and who experienced more "active" insfruction perfbmd bet fey on the NAEP test men aflm adjusting for numerous s tudm t and family characteristics. The findings provide support both fur increasing the amount of hisf o y course work and for en1 ightened insfructional practices. A critical task performed by our nation's schooIs is to establishand sustain an informed citizenry that will not only work to support our democratic system, but will also work to promote the ideaIs of human possibility both individually and communally. Among other things, then, a good school would be one in which its students are afforded ample opportunity to develop, as Jefferson (1779) wrote, "...howledge of those facts, which history exhibit&, that, possessed thereby of the experience of other ages and countries, they may be enabled to h o w ambition under all its shapes, and prompt to exert their natural powers to defeat [tyranny's] purposes." Or, in the more *An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, Montreal, April 19-23,1999. We would like to thank John Bremer for his assistance.

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Debating the Future of American Education: Do We Need National Standards And Assessments?

Cited by 19 publications

References 0 publications

Advancing Leadership

Advancing Leadership

Education Reform and the Limits of Policy: Lessons from Michigan

Learning History in School: The Impact of Course Work and Instructional Practices on Achievement

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