national council on education standards and testing, raising standards for american education

7/30/2019 National Council On Education Standards and Testing, Raising Standards for American Education

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As co-chairs of the Nationa| Council onEducation Standards and Testing, it is ourprivilege to present. Raising Standards ForAmerican Educaion" We believe this reportis an imporLant contribution in moving theNation Loward the adoption of high national.education standards for alL students and a - >voluntary, linked syst.m of assessmentsThrough its deliberatons the Counc1found Lhat the absence of explicit, nationalstandards keyed to world class leveIs ofperformance Sverely hampers our bility tomontor the Nation's progress Loward theNaLional Educt,on Goqls" We presentlyevaluate sLudent and system performanceIargely t.hrough measures that t'elI us h


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Explicit and high performance standardscould provicie an appropriate yardstlckagainst which students, Parents' teachers'i otners could measure individual andsystem progress toward the Goals ' Thisieormation would also help Eo betterdirect the use of resources and time'Explicit standards would provide a cornmonanhor for reforms in such areas asassessment., curr.iculum, instructlon, andpii"sional develoPment' thereby promotingsvstemic rather than piecemeal reform'oi"-*United states njoyqa unique andcomplex blend of state and Local control ofeduation and national. purposes foreducaton. We Propose to butd on this;t;i;- by settins in moti?n lhe appropriatemcnanisis that will .'esult in loal**it*.tt to high natiooal expectationsfor achievement ior all students' Ilg-qlqotpip"" a national curriculum' Standardsft"ia provide the basic understandings thatall stdents need to acquire' but noteverything a student should learn'Siandards and assessments musL beaccmpanied by appropriae federar' "-t1?. L.and tocal policies that seek to ensure nlgn fquality resources, including instructionaliiiiu and wetr-prepared teachers' Thensiaerable technical and politicalt.ff.ng"s of going forward are.detailed intir-cort"it, s iepoit. wrrite fu.rry cognizanti-th". challenges, r'e urge the Naton andits leaders to mve botdty and decisively;;;";l imptementation' l'te strongry endorsenational ducation standards anci avoluntary system of assessments asppiptite focar points in ongoingeducation reform.SincereIY,

CarroII A. CamPbellr Jr'Governor ofSouth CarolnaFor rrlc hy thc U'S' Clovcmmcnl hlntlng OffidSuprlnrcndcnt of tl*ut ntr. Mutl Sup: SSOP' Wurhlngrorr' DC 2(11{l!'912tls,| 0-'t6-0!09?-t

Roy RomerGovernor ofColorado


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Toble of ContentsLlstof CounctllllembererlrI/,ffilltlons loExecutlve Summarg IPrt Ot: Arc N,tla,nl Stand,s and SgstemqfAll*,emelnts llestrbtc? IPrt lloo: Is lt Feorslble to Dlrlvelop Ntionor|&arrnorrcs nd System olAeesrrwnts? 21Prt Thrce: frow Are.l{etlonl Stt$td'sanda Sgetem of As'sescments tobeDeoelondudlmp'lemented? g,AppendlceaA. AcknowledgmentsB. Authorization for the National Council on EducationStandards and TestfuC. Public CommentD. National Education Goals

E. _L,Reports ofthe Task Forces

Caser i,llustratin bu Mark Nrdini'

January 24, tggg t.iJ ?.1,N

by DybEDRs


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Nqtionsl Council on Educotion Stondqrdsond Tesling 'Co{hoirGovernor Carroll A. Campbell, Jr. Governor Roy RomerSouthCanlitn ColnrodolctbcrGordon Ambach Council of ChieJ State Schnol OfiersMaryBicouvaris HamptonRoadsAcad'ey,VirginiaU.S. Senator Jeff Binaman

Eva L. BakerBrian L. Benzel

Eve M. BitherIris Carl

Sandra Hassan

Walter MasseyEdward L. MeyenMark MusickMichael NettlesSally B. PancrazioRoger B. PorterLauren ResnickFoger SemeradAlbert ShankerMarshall S, Smlthirr

Uniu ersitg o Californin, Los Ang ele sEctntds Scltool Dislric, Washi,ngtonCommittee on Labor and, Humnn Resou,rcesMair State Depanmentof EductinNationnt Coutil oJTeanhers oJ Malh'emntins

N otialal S c ienc e FoundationLlnitersitr oJ KansasSoutll nt Regiona I Edcttti ott BoardIl rti rc rsi y of Teu nesse'eIlIi oi sSlfl (' t il'r'rstUTh.eWlte Houst'IJ n i ue rsi.l y of P i t t sbu tg hRJR NohiscaAme ri can Fe'de ral i o n of Te ac h e rsSlanJord UtipersitU

tlai.irtg lllortrlrtls Jor Aucri con lld ucalion{,i

Lynne V. Cheney Natitnnl Endowmntr the Hunn'nitiesState Senator Carlos CisnerosNew Metico SenateRamon C. Cortines SanFrancisco UnirtedSchttol Di'strictChester E. Finn, Jr. Vanderbilt UniuersituMartha Fricke Ashtanl' Scllol Boatd, NebrcskaKeith GeiSer Natinl E ducation As so c int iottU.S. Representative William Goodling' Committee on Eductiottand LaborState Senator John HainkelLouisianaSenateBeonh1hanttigh School, New YorkU.S. Senator Orrin HatchCommittee ar Labor and Humnt ResoutcesDavid Hornbeck Dazid W. Hornbeck and AssociatesDavid Kearns lJ. S. Departmrr't oJ EducationU.S. Representative Dale E. Kildee- Committee on Education and Labor

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rFq"hu N*tio*al Council on Educatiol Standards and Testing wascreated !n response to interest in national standrds andassessrnents by the Nation's Governors, the ,&d.ministnation, andtongress. In the authorizig le$slation (Fuhlic Law 102-62),Congess charged the Council to:

o advise on the desirabilit and feasibility of nationalstandards and tests, and@ recommend iong-term pol.icies, scructures, and meehanismsfor setting volunt'ary education standards and planning anappropriate sYstenn o tests.The work of the ounci. follows and cornrlements the'., President's Hducation Sunmit wl[h the Governors held in tr989.This irnportant collaborative effort, led to the adoption of sixNationa! Hduaation Goals designed Lo engage aI Arnericans,

from yow chdren to adults. The National duca[ion Goals /\i t (: ' irFanel was created to neport anntlally CIn prtg"ess toward t'heGoals. In its first year, the Fanel consluded that to meaningift{}y 'measuf,e Progress an Goals 3 and 4, consideration shorld be,,,,1 --'lti-wirationaleducatiosr alttsthatdefinewhat, y' students siiou-ld knqlw and be able t cl and to identifylng and.f,,, .lanurg e4, tr gg::, ,16


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NemmM ffidasmffisx ffiffiMffi ffi mmffi 4M & : fifrr*dmu& eMntffi wM $;t'tnasadp- Wy tte v**u *ffiS, mer$emn studerts dll eave #sed$ fotm,eghd std furelve lmvlng deroowtruf,ed e-ltwetsxey lrtffilegxtg ffiUeet rntger fneuding Httgeh! !$&t&esvt&Hcs'*deYl;";ht*ry:esrd gesgrepe end every sehCIo$ $n meriee wl;;**-th8$.fthx*ent tem Eo use thek rnlnds well, so they*-y U- p*e*-- for res@ns$bte citlseltnhip, ftrt'trer trearnlng'snd prt&*ffiore employnrent [n oun modern ecorstcry'Gw&: Scie 'n$wwnis,i,- -Ey Ure vear St0, U.S. studertts will t mr* irr me world futscience astd ffethemeffic$ aahievenent'

del,eloping nnethods to assess studente'success in meetingthem.Tkrehesident,similanlyrascdledforthecreationofVf'or"ld tlass $tandards forstudents and hig},-qudity tests onwhich they can demo"strate achievement of these standards.ln carrylnglout its change to exanrlne a broad rar\ge of issLles'the Council met eight tinT es between June and ecember' l$91'Task forces were created and produced background papers t'hatinforrned [he Councit's discussions' In response to thecongressionalcallforbroadpublicparticipation'theCouncilsotiaited and neceived pubtic comment from expert's andorganiuetitns nepresentlrg a wide nan6e of constltuents andinterests. This report to Oongtess, the Secretary of Hdr'lcation'thelsationalEducat,ionGoasFanel,andthernericanpeopleprovides recornmendtions reached after intense deliberationend includes confierfls that must be addressed as wonkprogtre$$es on devetoplng st'atidards and assessrnents'

ksirmbfl@wff ffigh Nwemw ffiwffid@Ms ffiffid @$psffim *$ &ssssffi@ffi$In the couvse of tts research and discusslons, t'he CIouncilconcluded that hi8h nat'onal standards tied $o assesscnent's aredesirable. n the absence of well-defned and d'emandingsandands, educaton n the Unfted States has 8rvitated towardd'e fant'onatlona] minxirttl"t expectatons. ffi xcep[ fon studentswho are planning to at,tend seiect[ve four"yean colleges, curreng

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education staTrdrds foclis on low-leve redit4and anit'hmeticskills ard on sntail aisrourrts of factual material in other aontentarees. CIonsurners of education in this eountty have settled forfar iess than they should end for far ess than do theircounterparts in other developed nations.Hig}"r natirnal stndards tied to assessments can create highexpect"ations for ll students and help to better tYget resurces.They are criEical to the Nation !n three primaTy \,vay$: to promtteeducational equity, to preserve democmcy and enhrce the civic

culture, and to improve economic corcpettiveress. F'urther, i "national education standards would trrelp to pnovide anincreasingly diverse and ntobile populafiion with s]rared va]ues !iand knowiedge. tThe ounci recommends standards for students andstandards fov schools and school syslems. Srudent, standardsincude specifcation of the content * what, srudents shouldknow and be able to do - and the levei of performarice thatstudents are expected to attain - how good is good enough.The CIouncil envisions t}tat the national standands wi includesubstantive content together with complex problenn-solving andkr{g}ier order thinking skills.To ensure that sudents do not bear the sole burder ofattaining the standards and to enctumge a-ssurnces that thetools fon success wilt be available at all schools, the Council alsore_c,qgg-ed!aj-gt!,e.qqslishsqhg-9ld,-elverVstff rdardsSystem performance s8andards shou-ld also be established.sehool delivery and systern perfomlance standards would attestto the provision of opporf,ruriligs !o iearn and of'approprateinstructional condirions t enable all chjldren to reach hfrstandards,ln endorsing the concept of national standards for ailstudents, the Courcll stiputates several characteristics thesestndards should have:

e Standands nrust neftrect hi8x expecbations, not expectationsof min[ntal cornpetency.e Stanta;ds must pnovlde focus and direction, not become a

national crnictlurn. Standands rnust be natlonal, nob fedenal.6 Sanderds n'ust, be voltlt'aryo no mandated by $he federalgoverrunertt. Standarcls nnust, be dynamic, no stntic.

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The Council's intent in recomrnending the establishment ofnational standards is to raise the ceiling for students who arecurrently abve 8,vera8e and to lift, the floor for those whs nowexperittnee the least success it school, including those wit'hspeclaT needs. States shotld work toward reducing gaps insiudents'opponlunities to leam and t'r t'helr perform&nce, suchas those novtassociated rviLh rce, inconte, gendef, andgeograPhica lCIcation.- Having reached consensus that standards re desir:able, thecouncil then determined tliat it, is not sufflrcient just to setskndards. Since tests tend to in-fluenae what is t'aught',asseesments sho.td be developed that embrodv the new hi,ghstandards. The considerable nesotlrces and effort the Nafionexpends on the eu-nren& patchwork of tests should be nedirectedtoward the development of a new system of assessments',{ssessments should be state-of-the-art, building on t'he besttests avellable and inconporatin8 new nethods. In order t'ol'flesure individual student Prg.ress and t'o monitorachievement in attaining the National ducaLion oals, the newsystem cf assessrents shor-ld have wo cornponents ._

individl-aat student, assessrents, nde large-scale sarrrple assessments, such' as t'he National

Assessment of Educational F\"ogress'The key features of both components wouid be alignntentwithhighnallonalst"andardsandthecapacitytoproduceuseftrl,comparable results. In addition, the syster"n of assessmentsshould have a nrnrber of olher features'o The system of assessments must consist of rnultiplemethods of n'leasuring progress' not' a sing$e t'est"e The system of assessments must, be voluntary, no[mandatory" The system of assessroents rnuet' be developmental' not' static.s these features are put in place, teehnical and equity issuesneed to be resolved, and the oven"iding iniport'ance of ensuring

fairness for aH children needs to be addressed. Resolvin6 lssuesof validlty, reliabillty, and fairress is criticX to the suctess of the' new systern,i The Cowncilconcludes that the ljnited States, wit'h,',',' qppropriate safeguardsn should initlate the developrnent of a

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volurtalv systern rf &ssessments Linked to high nationalstandards. These ry_q-e'qsm..e-ry-ts should be created asexpeditiouslyaspossibleby.a.wide-.ryry-e_y'._CI..{_-q-qy-gJg_p".g"Aandbernade avaiiable tbn adoptlon by states and ]ocalities. The Councilfinds that [he assessrnents eventuaily ceuld be used for suchlrigh-stakes purposes for students a$ hgh school graduatiott,college admission, continuing education, and certi-fication foremployment. Assessrnents aould also be used by sttes ndlocallties as the basis for systenn aecountability.n the Cotncii's view, it is desirable that, national content, andperformance standards and assessnents of [re standards beestablished. Doig so will constituLe anr essentlal next step tohelp the cCImtry achieve the Nationai frduCation Goals.Moreove developing standards and assessrlents at, the nationaleve can contribute to educational renewal in several ways. Thiseffort tras the potential to raise learning expectations at al levelsof education, better target hurnan and fscs"l resouces foneducational irnprovement, and help lneet the needs of anincreasinly mobile populatiovl. Finaily, standards andassessments T.inked to the standards can become thecoTrerstone of the fundamental, systemic refotm neeessal'y toimprove scl"rools.

Fcwsfu$ry 6 ffineffimg Mwwmw$ $wmdwwds md m$yskm ff &ssssmemAs a ftrst step, the touncil recommends that standards bedeveloped in the flve core sr-Lbject areas set out in the Nat'ionalEcucation oats* Hngiish, maEhematics, science, history, andgeographry - with other subjeets to follow. The feasibility ofsetting national sLandards and their effectiveness in promptingslate and loca] reforrn and experrnent^ation is demonstrated b5rthe work of several rational professional organizat ions, anutnber oflstates, and other countries. The experiences of theNational ouncil of Teachers of Mathernatics (NCTM) and ofsevera s.ates dernqlrxstrate that slandards-seLting !s feasible - it,'is beitg done. Sowly buL surely acrss ttre country, states andlocl dstraLs are respondirg to the NCTM standards byehaqging tB"te curricuh*m and style of teaching to neftrecb the'challen8ng new stasda ds. T!'e otmcll recomrnends ntional,support for such efforte ancl e"rcouna$les the work by

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profesclonel organiuations, st&es, and )'cal' :ies in al"ticulatingstendards, cuyricu-lum frameworks, and irstnctiosra Suidelines.To make natlonal standards rneningul, !t is inrportilt thatthe Natiotr he able o rnesire prtgress toward tTiem. bew ferwrsof assessments - tests wo,rth teachin$ to * are envisioned. "4system of studenl asses$ments linked to wonid-clsss stendrdst"vound provide furfonmation that eould be used to:

exemplify for stualents,Ia.nents, and teachers the kfurds endlevels of achievement exPected;e irnprove classroom lnstructiol't and learning outcomes for allstudents; infovm students, parents, and. teachertfabout $t'Lldefttprtgfess;@ measure and hold students, schools, schoo dlstricts, st*es,and' the hJatioyr accountable for educat,iona} performance;and assist education pol,icylnakers wi.th rog'amfnatic decisions'It, is unlikely that all of these pl-irpses cottd be accomplished 'with the s&rne &seessrnent. Requrements for validity, neDability, 'and failr"iess necessltate on-going, hdependent reviews of theassessrnerttsalrdtheiruses.Flrrther,parliculanlyforclrildren

who have historicalty experienced less success in schools' suchas the poor, etlrnic rninorities, and st,udent,s wittrr djsabilities,schools should erswe the opport'l'rrtity to learn as a criticalcondlon for valld and fair use of assessment' results'$omee:dstingasses$mentsmaybenetained,whileotherswii-lneed to be replaced to avod adding t'o t'he current pachwork'Fromising effo:i.fis are under way rrationally, as wellas by states'Iocal.ties, research institutions, and. test publishers usininewa-qsessrnent rnethods to me&sure student proress against more. dernandinicumiculurn content. Tnvesting !n a national system ofassessments cuuld ead to rnore effective and economical use of:, availabie resrurces since it, would pnoride directlon nd focus to' reforrn efforts. The touncil Llrges support for necessatYresearch and development so that the critical need fon assessingstudents agains& the yardstick of national, wonld-class st'andardscn be rnet.The counci notes that i.rthey are to be usefulu comparable,' resuts shoulqX he available bo ali key Tevels, lncludirw irdlviduatr

., ' strideits and tireir parents, schcols, dislrcts, st&tes, ancl t'heR a i s i'rt'g,9d e' rdc rCs f o r,4 tn e r i t tc ' E d w t a I i rt tt

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Nation. Assessment outctmes tied to the standards should bewidely distribrrted and ccirnrnunicated in a forsi that is neadilycomprehensibie to students, parents, potricymakers, and thepubc. States and locatis shouJd report Eesu-lts in the contextof relevart Lnfonnation on he condi[tons of leaming andstudents' opportr.mities to learn.

ffieveEmp rrg md- g sffi pBemem$m g Nw$mw$ $gw mdw rdsmd ru $ysm wfi &ss@ssffieffis*"fTo ensure that development of netional stndards and avoluntary system of assessrnents is done effectiveiy, acoordinating structure needs to be agreed upon and put intoplace, This strrcture shou-ld benefit from and nol dtlplicate workalready berq done by existfurg enities. The touncilreconrmends that a reconfigured National Hducation GoalsFanel and a newly created National Eduction Standards and.Assessments touncil q9$ iqql|y !*o- -e-e!i$, c-onJent 45t"$stg$entperf orrnree,.qn{a,rdsandcite;9{qas.,-s,-e-qqrnqn!s-asw-o}d

class, The Council futher recornmends that to ensure strongpiitilic acaountability in [his rvork the Fanel would appointrnernbers cf ,he Natioral Hdueation Standards and Possessntentstounci.l, which would !'.ave tl'te respox'lsibility to coordinate trrisnational effori.ligh national standands and a system of assessrrertts, whllecriticatrly important, are ntt paneceas fsr the Nationeducational problems. Other required elements of refonminclude stnte curriculum frameworks tied to the stanciards,professional developntent opportunities for teachirg t'o fiheobandards, new roles and responsi:ities for educators,tcehnology that enhences ilstr.lctional oppoffiunities, assistanceto famjlies and conrmunities in need, incentives to inspire bet'terefforts by students and educatorc, early hrteryention whereproblems are identified, and the reduction of health and socla!ha.riers to earning.wmesjswr

':.'l, , The ec,untry is engager:lin a natonal debate on what studentsl'..: shquld know ayrd he able to do and on how to measurellr..',' 'f rt'ua"ry 84, t tlgg 7

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achievement toward those ends" This debat'e s part of a 't.fundamenta! shift of perspect'ive acntng educators,policyrnakers, and the public frorn exarnining inpu'rs andelemerrts of the educatisna. process to exarnining outcornes andresuits. The Corlncl inttlally discussed st'andards andessessments as a way to help measLlre p'ogress t'oward heNational Hducarion Goais but, crfte tt see the rntvemen[ towarditigh statlOlds as a rneans to help achieve t'ie oals'-S/htd-dfut f'tne technicat and politlcal challenges, theoumcil concludes that, national standards atrcl a system ofassessmens are desirable and feasible rechanisms for ralsingexpectations, revitallzing lnstnrct'ion, and rejuvenatingeducational reftrrn"l efforts for atl American schools andstuclents. Thus, the National Council on Educaf ion St'andardsand Test,ing endorses the adoption of high national standardsand the developrnent of a system of assessments [o measureprogress toward those standards'

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ru$h* Crun.il finds thaL setting taLional stanctands anclcleveloping a systen of Assessmerts nneasuning progress towardthe c:,ndards are desirable. The council discussect rationalstandards and a system of assessnents as { rneens of trackitigprogress toward [he Natlonal Etlucation Goa Elandands ancl

ssessrents are important, tools to help the Nation achieve theGsals by ralsing eNpectslins ancl providng infomation so that,available resotrces can be better targefed. In addlt'ion, r'at'ionalstandards and a system of assessrnents tiecl to l,hern can play keyroles !n addnessin$lthree nationa! priorities. F'irst, they can helpus extend [he oppot tunity for a high quality educat'ion t'o ail,Arnericans. Second, they can strengthen dernocraf ic inst'i|utionsand valtes while ena'nting ail citizens to participate rnoreetfectively in ttre potltical process. Third, they can enhanceecornc cornpetitivcness by lmpnoving Lhe Natlon's humancapital- tlre abilities and ski.lls of the coun[ry's wonkers ancientrepreneurs.

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f&e Need fur Nemw8 $ewmdmrdw md m $ysffim $&ssssmcmKqwEkM* 6dwffiffi8wg @petwedffi fu !t !@rtuwsusFligh nationa education standards * d a system of assessmentstr measure thein attainment can play a vital nole in feisitgexpectations, especial for yo:ngstem frorn groups'that' havehistorically e:rperlerrced less acade'lic success' Whjle thetor.lncil. reco8nizes lhat trew s[andasds and a'ssessments aloneare not a eomplete edueation refonrn stratpgsr, wonld-classstndards arrd quatity assessments can bdpowenfr-rx catalysts foninrplententing the systemic chqnge necessqy bo brirlg llqtudents,teqyiq-g-nooneehind,tgllryp-grf ornranesq11$gdg'ttre Cormn nas crtude ttrt stardards and assessmerts ha'ethe potentra! o boost, &he performance of studen[s who areeurrrently ab*ve averd.ge as well as those who atre norv the leastsuccessful. By ennphasizin6 their appticability to all students,stndards and ssessntents wiltr help assure t'haf' adequa&eres.rffces are availahle and appropriately targeted to relping alistudents att'ain the s8andards.To achieve ths arnbitious putfptse, there are three important'co"sidertions, F'irst, poor initial penforniance shor-rld not beused to divert sudents into less dernanding cowses with lowerexpeclations but rarher must ]ead to improved instruction andredoubied efforfi. second, policyrnakers should seek to en$urethat sckrools provide all their s$tdents with opportunities tomast,en t,he denandir|new rnaterid in the standards irr anatnnosphere where achievement is prized. Thjrd, students witl"tdisabifities or of lirnied English prof.ciency should be pro:idedopportuntestolearrandtodentonstrttet'he{rmasteryof'n'laterial under cireuimstanaes &hat take into aecount' theirspecial needs,Suthwiry fuCffiw&runwrigh"qLrlity national standards and a systern of assessntentshave tlie potential of helpry all students acquire the necessalryknowledge, ski-ls, ancl shared values to deepen alid renew or*v' eivic eultuse end of enabfjng aif aitizens to part'ielpate no"e, effectfve3y tn tlie politlctr prrsesses of de'nocracy. [-ra reeeurt','' :decades, tl"te populationr hs grown increasi:gly diverse. The,'.' Councllanefuj-y corsidered the aoncerns that, stndat"ds e$d

.,.,,qsessFneftts rfti$ht, rave the effee[ of ]ronnogenlzlW [he cttlture'r,' fn wisdrog St,ndrd.s f,ar Atnericsn EcJua'&ivrt{ r (.)


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thus concludes th*t,world-class stanelards for studentperformance and away of assessng progyess t'oward t'hem canue nast of edtcstion's contribution to addressing the ldation'sdeficit in huma.r ca:ital ane incneaeing cwrpef:itiveness in lhegiobal nianket>lace"The oouncil fincls, as do many in the buskress corfijlQtinity, thatsfandards set, in speciJc aaademic subject areas should includettrte lype of useftl workplace skills described in t'he U'S'Departmentofl,abor'sS0AN$(secneffi'stomnrissiononAchiel,trg Necessary skill-s) report. Ir addion tt the academicknowledgeide*tified rn the StAi-$ repoft, skills and personalqualities, such as aquirir,and evaiuatilrgdat"a, working intearns, rnonitonxtg and correctlng penformance, self-mangement, solvngg problents, and knowing how to learn areirnportsnt, fon success a work' To the extentpossible' thesetyfes of skiis caEr and shoi'd be lntegrated into Lhe national*t u**c*c* nd assessrnents.'rgether wlt h high-qlxlity t echnicait,rainingandthebroadknowledgeprovldedbyasolidacdemic*C***t*n, sucti skills cmn go a long way [oward creating t'heliterate and competent wot"kforce necessary for a product'iveecnOfny.Nwwmqx $CwmdwdB ffiffid w $ysrcmm w$&sssffieffi$The touncil Lras come t the conclusiotl t'hal developirrg higtnatlolal st^andards and a system of assessrnents nteasrtning thedegee to whichthey are attained has t'he pot'entlal to providefamilies, educators, and policymakers witli t'te informaionnecessry Lo rnake wise etucatioxral decisions'Ir.!he,a.bqe-nceqfdqmandingcontqn[andpenfcrrnrance,sm,l,arJ, true ntea smlf is gmvitated towar{ fayig a ds/aco rnmhatr slqilis currlculunr" Tlte rnany state minimunompien*Vtests, the iovrei leve skills orient'ation of ntosttextbooks, and state avtd. ocal Poliales t'!'ta*" do no[ adequat'elyprtrnote quality are examXrles f this "nirirnal approach' Thetouncil finds ttiat vTrat, has beeyr dernanded s insuff,rsien[ ln thatit csvens fan too ittTe oflt]re l


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ffM$ffmwmrehfuxgSffem*mfi mxsWemffi#strVfutfernsfical povrer, whieh icrvolves tlte hilty &o dseernmxthemadeal retionshrips, reson trogi.eallp, und usenrsthesnaicel teclinqre* effeefrtvelyo rn'$$t the cnlreleoncern ofnnttematies edwcahon and ntust be frhe context ivlwhieh skilh are developed.Esceryted lrwn: Ca$forrla Msthematics F ranneworlqCw'i,forit, Sttztr- sWvlrrrt f ffi&pa&'dw' { I g g}.

students is unlikely to impnove substantlally.$tandards developed at the natioral and state levels should[-rave a nurnber of speciftc components:

w oasrarcfui'W s''r,errt'e'{t for each subject area to provideagurding vision of its contexrt and Purptse;* Cwtewt, stn'ruln'nls that describe the knowledge, skills, andothter understandings that schools should teach in order forstudenls to atain lrigh levels of competency in challengingsubject, rnatter;

stu.dewtesormnnre sf,nd,d,rds that defire various levelsof cornpetenee in the chllenging subject rntter set out inthe eontent sT;andands; Sckol, d,ei,iaer'A sta,nnrds developed by the Ptat-souctiveri ffom wlh ech ffiif seiect the criteria

that, it finds usefi-tl for the purpose of assessing a schol'scapac[ty and perfornraticei and Sgsterwpetfownn stnfu'td's that. provide evidence

about, the success ofschootrs, local schol systemsr st&tes'and the Na.tion in bringing all students, leaving no onebehrnd, to high perfonnance standards.

Tre Council concludes that r-tationT standarcts should havet he fol-lowng charact erisLics: l'{'gll epectt'i,rms *'{ttt eupectat'i'twax of rndrciwlcovwpetemcg. The Oouncit nuted that edreatlonaleXpecLatiols are cun'ently too low and that,, as a nesult, too' ffieflS A'nerlcarx students perfonnn etcordlrwly. Sett,ing

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NCTM Standrd : $lgebraL gr"do g-i2, the mathematics cuniculum shoutd include the;;fit.d st" of algebralc concepts and methods so that 8llstrdents can'r repesent situetiofrsttrt involve vaiable quantlties withressioru, equadons, inequalides and matrices;" u t"ur.t raphs 8s tools to interpret erprcsdons'eqtrations and ineqralitles; . f. "tt" "tpt*dions an mabices, and solve equaons andinequsities;. ppi"te dtr power of mathematical abstrsction fidsynolism;and so tlrat, in addidon, college-intending students can-o txe matrices to solve linear systsrn$. d;r,rt ri ct nicat ruutv with algebnic transfon8dofs,trcii Oitg tu"t t tques based on theory of eqatioru'B*rrpd frr^ Clrrlculrnr and Eralutio Stardrds fors"i;tit"*tlo,Notior*lcqnitolfieonlsotfMtlnntcs. (1986).

world-class standards will purposefully address thisdeficiency. Students, regardless of background' will bechallenged to meet these high standards'o Focus on d d'irecti'm, - twt a ninl curinulum'standards set would be neither exhaustive nor all inclusive.They should be viewed as a common core that would beenhanced through considerable state and local flexibility'within the broad framework of the standards, schools andteachers would have the discretion to develop their owndetailed curicula, determine subject sequencing, choosematerials, select pedagogl, and add content reflectinlocaland state interests and diversity'o Nati'anaf -rntJedni|. The standards, arrived at throt4eonsensus, wilt be natlonal in character and applicability' Itwould be inappropriate for the federal government to createor mandate the new standards. Stndards'setting mustinvolve the widest possible participation in the process fromindlviduals and groups at the natlonal, state' and local levels'

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Assessrnents must address important technical issues ofreliabllit validity, and fai-ress. Frofessional stzurdards exist forresolving ma*ry of theee lssues. Frtiaular at'enLion nirest' b*"paidto the Eeliatritlty, val-idity, ancl fairness of aseessment, insni"rnentsand testtng condifiolts when high stakes for students oreducatorc are attached to test' results'

yhe KwB w NwBm $gmdqds wmd w $ysgwrw $&ssessmms m Kdwewtm Rfurm'.,rA national initiative to develop worTd-clJss st'andards and asystern of high-quality assessmerts that mswe progresstowardthernisvital,forreforntingAnrericaneducat'[on,forthefollowing refrsons.American education would be well sefl/ed by an organizedattempt to provide direction on a nationwide beis and t'odet,eri.rdnesonneoftheirnpclrtant,skillsandknowle@ethat,allst,uden[s shouj


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education. St,andards and a natlonal systeni of assessmen6swould provide those eiesigning state curyiculurn a'd tes8fuegsysterns with e valuable !'esor"$ce developed through a nafiiena]consensus press. They fufcher provide a foct.ts on improvngstudent perfonnance and cor.rld lead to inore effective and.effieient alloeatcn f nesources at, [he local, s[ate, and natiora]levels.

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ry$-he Council f"rnds it feasble as well as desirable to createnatiot.nal education standands and a system oflassessnentsIinked to the s[*ndards. Precedents set b,y st&tes, Iocalities, !.,professional organizations, nd other groups cemonstrate Lhat,thls undertaking is feasibe"

$ffiang SMandends m $urb$ea As"@sThe process of seLtlng s[ardards is at, vanious levels ofdeveloprnen8 in the five subjects emphasized !n the NationalHducation oals and should be expanded into crther suhrjects,such as citiaenshii educaflion, foreign languages, and the visraland penforruling am,s. ttentlon shsuld also be given todevetropng stendards for [he ap*rlicatiotr o knowledge tocompllcated, reatr wonld pnoblems t hat, denqand int egrat ingstudent knowledge frcm severa diseiplines. The Cotnci!reconunends tht, sLanciara$s be developed ghnorylt bnoad-ba^ced prmess that icivolves educa[ons, including scholans !leaeh field. Teaches should play a key nole n this pnocess, So,too, shor.tld nepncsentativcs CIf b:sistess ard tlte puhlic, TheJcr ttt ry :l 4, i lll2

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ffiseffiffik m MSm*m xxrxr#$ar trKmxuumgtudents wiLh a cntmn dore of knowed6e'.'

e Are farniliar wittr contemporary avlc enduringworks cfArnefican $ersure and hve * sense of howinrporta:rt thenresof Anerican experience lrnve devenoped l;hroryh tirtee Ave fawrilkr wifh works of diverse lterary tradiiols - wox'ksby women and nen of rnarqy racia, e&hnic, atrd cultuml gtupsin d.if-ferent ti-nes and parts of the woald, eluding$hakespeare, ehe Bible as llter*ture, arsd el-sstts.l rmytholoEye tomrnunicate eleary * oraly, n writins, and with graphics* lave a strong comrnand of stndYd oral and writtenlanguage conventions- Demorstrate basie proofneadrg and edltng sltlk* Use handbooks and reference beokc &s locate languagetermjnclgy and ruies

Ecerpted,f,rwr: Malne's ommon ore of Learnirtg: AnInvestnent irr Mane'$ Future.standards-setting proeess should be infor"med by work in otrhenindustrialized countnies in orden to ensure that t'he newstandards are world class.The process envisioned is a dynamic one with standardsupdated to r.leet, cha'nges in saholarslxip anri t'o remain worlclclass. trVork that !e under way dernon$ttes empirically that'standards-setting is feasible and that the process itself nraycontribute to educational renewal. The Jational AssessmertGoverning Eoard's process for developing guidelines is anexample of professional consertsus-building and natioliwicleparlicipation. The oouncil reconrnends t hat natiortal eclucat lot lstandards builct upon the oilowin cLrrrent professionalefforts'HurglishLiterture is the subject matter specific t'o t'he Hnglishcurriculum. Ieading and wtiting, speakittg and list'ening arecommunication skills that urder'ie it" The confent and processesof the nglish curriculurn enrlch life experiences, increseemployability, and enhance communicat'on' Savtdardsdevelopcd in [his subjecfi have hnoad appliaalliity in everysubjecl of the currlculum.22llcisirrg.9fnrrdtrtls/otAwtt''i'rl'tdlr'rfitrr

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A students, regard.iess of baekgrCIund, shorId lve access toboth the crnterxt, and processes of he Flnglish curnicuium and beable to respond tho"rghtfrly anc$ k&owledgeablSr abor-rt, a widevariety of rnajor wonks of h[qh"qu]ity literature. $tdentssontetines have rot been intnor{ueed to Literature because threfocus has been on bhe basic ski..ls. Often, writfuxg is little rnorethan filting in the blanks on composi.ng a slngle sentence.Important worl< has beexr done in his area hy a nurnber ofstates and organizations. Fon exantple, the assessmentframeworks for reading and wa'iting created by the Nationa],Assessrnent Governing Eoard fon the National Assessnlent ofEducatlonai Frcgress (NAP) and the cur#cr*um gridehnescreated by the state of Malne may be useful to exar'line !n anystndarcls-set t ing effo'rt.MreetueALl students need a solid foundation in malhemtics that goesbeyond simple ani0hmnetic and lxtclutfes analytical and problem-solving operations. Of all the subject are&,s, rnathernatics is nowthe one in which the United States is farthest along !n thestsndards-settuf process. The Natonal touncil of Teacher"s of&fathematies hes developed cunniculun standa"rds thrrWh anextensive iterative process with broad pubc input andprofessionalreview that, has resulted [n unprecedentedconsensus, These are gaining wide acceptance in education andin the public arena as a f'ramework f,on the ma[hematics thatschools shouid teach,Defning s$andards for evels of student, mathematicsperforrnance - what, knowledge and skills students shouldmasLen - stitrl remains lo be done. ?hat, process should buildupon he irnportant work under way in rnny sLetes andcotntries.kMetiven the fast pace of t' '\nological developnnent, a[.] st udentsneed a firm grasp of the concopts anc{ t}tinklng skills involved icscience. Stuclents can lea'n informabion about, the wonlcl aroundthent fur e mtu.uer that, also teaches thenrt to reason andinvestigate sci.entifically.lNith the surpont of the {J.S. erartment of, Hdt-cat,ion, t&reINal.iona! Aeademy of Sciences has necetltly started a 'rajon effortto develop world-class stnctards for wha[ students should &enowJrt r rc r l! 4, .t l! . ry


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Science For All Shdentso World norms forwhet corutitutes abasic education hveclranged radicatly in response to the rapid gowth of scienticknowledge and tchnologiel power.. Sweepirg clrnges in the entire educational system fromkinde-rgatentroWh twelfthgradewill have tobe rnade if theUnitd-States isto become a ntion of scientifitally lirate

citizens.o A necessry rst sp in achieving sysmatic reform inscience, mthematics, and technologt education is reaching aclear understandirg of what constitutes Tientic literacv'Escerptedftvnt: Science For All Americars: A Project 2061Repori On ieracy Goals in Science, Matlematics' andTehnolos, funir*:at Association ot tl Ad'auenent of9cierce. (1989).

and be able to do in science. Such promising work as that ofProject 2a61 othe American Association for the Advancementof science (A.AAS), the NAEP science framework, the NationalScience Teachers Association's Scope, Sequence wtd'Coordnti'ott projects, and several stat'e science frameworkswill form the basis of the consensus-building activity to beconducted by the National Academy of Sciences'Hdoryunderstandinglthe past provides a context for understandingthepresent.Thestudyofhistoryismorethanasuperficialrecognition of names and dates. It lnvolves indepth knowledge ofthe portnt people, ideas, events, and trends that have helpedto shaie the world. In addititrn to major political events, historyincludes such areas as social and economic developments overtime, civics, art and music, and the history of ideas' The linksbetween history and 8eo8aphy shorld be explicit and shoulddemonstrate the roots of events in time and place. Knowledge otthehistoryofothernationsandtheirculturesbroadensstudents'perspect,ives.AsolidgraspofAmerica'shistoryteaches students an appreciation for both the divenity and theshared experiences and values that have given the united statesits unique chamcter.Given the size and diversity of the country, it is difficult tocraftaplanforhistoryeducationhatbalancespluralismand24 Raising Slandard's lor Anerican Eduealiott

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cc hy D),nrDR!:

fum ffie ffi#ffimm frmary-fuMffiwsamkmew*wkWc w*stt erus &tud*ts undersgerd ghe waue, tlteimportanee, scrd tlte fug$Aey of dcmowffie [mstftce&*ns...todevelop u keen sentse of et"buies und etiz,ertsFrtp, nnd to caredeep rcu the qtmley of &fe $n theie etlxmntunis, their naon,andtherqvord.ffiwrptd fwwa: te,!fonft F{istory-$echt,Saence Fkwrrewor"k,,ifrl'fu StM frp;t"&nwrut af M de&b { WU.

col8rriosl values" ln Caforna, a state wih a very diwersepoptdation, t?re /tseo4g-.9cceo{ Scd,erwe Frw'w,sapo'rk has beenwidely acclairured fon scholanly lntegrity and sttd&icultLweerspeatlve. "ffie h{ational tenten fon Flistqry in the Se[oo]s stUX,.A has emhanked os a two-year effont to develop wonld-ciass .histoiy sl,s,ndnwls wih suppont frorn he l{aonal Endowrnertfoy the F{urnanities ard t}re U"$. epavl;snent of HdLrcation.trryK&@Educated cltlzers need bo .urderstand t]reir geogrPhic setlng!.n the world avrd rhat of othen pecples. Geograplty, understoodbnoadly, includes tistorical, poiltical, social, eeonornie, andphysical inter*ctlon with tte EaT"th arrd its envilonrnevtt.. \ffhat we now expect ou.r students to know [n geography isminimal when connpared [o w]ra[ other cleveloped nationseNpeet of their students tn t^his suhiect. There is stbsLanfalcoltcern about' he nregative consequences this rnaSr have for ounability o rerket mericar Soods artd services In dlfferent parLsof he wond.Wonld-cass standards slnould he developed ixt geography,broadly defirted. T'he leaders]dp of the N0iona teoguphicSociety has provlded intpetus for u.rork on settirng gutidelines,designing fiew niatec"ials, and provid:&g professionaldevelopnteng oppCIrt ufties fon [eachers. I're Gwidel"i,ra'e s f*rGeagwp'i Nd'edrv{u deve}oBed by the Naior'al ounc$} fonGeograptuc Education and tl"re ^4ssociatien of Amercat^tGeogruphens, wourld be worlhr exa*"liniw [n the ttl-ffie oSsettinlstandavds for this suhjeat.Jwnatrg 94, i99E


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C'eograPhY is VitalAmericans'orance of theirown countryand of the worldwill have dire onsequences for our nation's welfate, strength,andglobal interdependence and forthe efrectswe haveonpeople in other nations. Our very livelihoods depend uponproducts, ideas, and even weather and climate that orlginteat Aistances from where we live and work. ln a democracylhe development of compassionate and effective public policiesdepends uion active participation of citlzeru wto are broadlyicated Uouttheirown soctetyand relations withtheentire world. All events alfecting socity occur within ageograptric contxt. To understnd these events fuly we mustsubject them to geograplc scrutiny.Excerptcd fn; Guidelines for Geograplic Education:Elementary and Secondary Schools, Joint Cottn'irbe urGeag@ti Ethnatitm ol thc Nariowl Couttci$orGemphiEttutationandthcAssocntionof AmrinarcGeqnplwt, (1984)'

Towqrd o System of Assessing the NqtionolStondordsTo make national standards meaningfut, it is important that theNation be able to measure progress toward them' The Councilrecommends a system of multiple assessments linked to thenational standards that will measwe the progress of individuals'schools, districts, states, and the Nation'The system of assessments r"ould have t'wo m4iorcomponlnts: individual student assessments and assessments ofreprsentative samples of students from which inferences aboutthl quality of programs or educational systems cor.ld be made.The National Assessment of Educational Progress (NAEP) is anexample of a large-scale sample assessment' Both componentswould be aligned with the national standards'fuoloaof Aotltcrtttn endorsing assessments to motitor individual and systemprogress toward the national education standards' t'he Council isadvocatina system that will provide information for thefollowing purPoses:

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@ t exemplify for studentso p&trents, and teaehers lhe kindsand }.evetrs of achievernent thal sl'rould be expected;e to impnove clessroorn instnctio'c and improve the learningouteorres or alt students;@ to infrnn students, panrtts, and teackrers about, strdentprrgre$s toward the standards;@ t mea,sure and hoid sttrdents, schooisu disriats, states, and

the Natisn accountsble f" educationai penforreratrce; ands to ss!$t, fur education pro6l:em decisions to hre rnade bypolicy nnakess. .4rThe Couneil notes that it is unlikely that, all of'these purposescan be accornplished with the sarne Lest orassessment,instrument.$wdv#w $ftdene Assss$ffie$&tew student, &ssessrnents will rteed to be developed by states,disrricts, corunerciai publishers, and others in oden to measurestudent perfontance against the nationaS contenl andperformanee stendards. To facititate the sound development, ofsuch new assessments, the Council recornmends the following:

o New student asses$rfteftts shou.ld iitconpoe"ate the bestthinldng and sound reseanck and cteveloprnent.e States shoulc work together in developlng assessmenlUlsfrunrents in order [o use resources effeavely and tqimprove the quallty of the assessftlents, States ard others shoulcl examine various approaches inresigning student, assessnterts of rhre natlonal standards andalso develop innovative rnethods of administratioi andin'rproved pnocedures to repo"0 [o L]ietn multiptre audiences'e Different assessrnents rfty be developed for different,curricula. Thele will be diverse inter:pretations of [hecontent, standards that lead [o d'ferig cunaicula andteachng practces.* l{igh stakes sluld nof; be associaed with t}^te nesuhs of anyassessrrent nt it the qualitles ofl valldit3, reliability, and" fairness have beenaddressed.The touncil finds, however, that the e^sscssments ever^tiuallycotld be used flor such hfgh-stakes punposes for st.dents es hi6hschool grdLtetitn, colle8e adrnissior, cotttlttuing e dt-ctlono or

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Gradingthe AdvancedPlacement ExaminationA,rnnced Phcement grading prccedures were developed withcertan features lntended to ensure hi8h seore reliability. Thereisa"Chief Reader"who has primary responsibility forthegradirg in eaeh subject. In consrltation with the stdevelopment committee, the Chief Reader creates a tenttiveset of stndards by whieh the auvvers are to be iudged. TteChief Reader oversees all the other "Readen ' in tht subject. lnmost subJects, the Chief Reader receives helBin assignirggrades ftom tose who desed the questioils and others so asto ensu that the standards ee bW applied consistently.Readers are trained bygrading "samples'- copies of actualanswers distributed among all Readers of tle same section ofh\eexam.The readirg and scorirg of "live'papers does not begin untilconsistency has been achieved in the gfading of the samples.Throughout the gradinS, samples are used dily at frequentinterals to ensure that the scoringrcmains uniform. A constantcheck ofrandom papers from each Reader is made to furtherensue consistent appcstion ofthe standards. Gradingreliability studies are conducted for all examinations.Ttre final grade on an examination is the composite of thescore on the muttiple-choice section plus the seores given by theReadets, weiShd and combined. Using Suidelines estsblishedfor this purpose, the total composite score is translated by theChief Reader into the scale used for reporting the grades: Ithrough 6 (5 = extremely well qualilied;4 = well qualifred;3 =qralified;2 = possibly quafred; I = no tcommendation),Sum.morizedfrcm: School Administrator's Guide to theAdvanced Placement Program ThP Aduoned PlacementPrcgrn, Tl College Board'. (Editittt H).

consequently, must, provicle flexibility and room for localadaptatitn. Second, there are diflculties in producitgassessnrents of high technical quality and faimess. Third,acknowled$ng!that an assessment systent of the scope imagineclis a new enterprise for the Natior, care must be taken to avoidthe unintenclecl and undesired effeets of somc testing practices,such as narrowing inst,ructiot and exclttling certain stuclentsfrom assessnents. Sufficient safe$uards must be built into thesystenr to protect stuclants from negativc consequetces whilethe system of assessments is being refitted, especially forJuttttttr t4, l99t J\ I:,.1'i


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$t-dents who rave not been vse}l served by testiry in frle past'It wi] be teelt"tica1y diffiarlt br:t esset"tlal to evlsuve that newa.ssessments ase vaTid, neliable, and fair. This recguires ongolngreviews ot" ire ernerging assessreiects and heir uses. Ftslhr, '-,particularly for ehitrdren who have historlcatly experlenced ess \ -success inschool * sllch as tke poor, ethnie minorities, andstudents with disebiTities - oppoi-tunity to learn is a cniticalconrlition fonvalisl and feir use of assessmertt result's'FrsR$e $ysMm d AssessmeetThe development of a frct-nte system of, assessrnen[s wili be anevolutlonary, ongoing prrass. The ounpitr frnds the followingacrivities to be cruclal in this effort:

Qu,aitl ,sswr'?e. The ollnail recomrnends a quallty.scufance process to ensune that nev student ssessmertsare approprte reasures of the netional st'anclards andmee the feclunical considerations of validiy, neliability, andfairness, particulanly itl conjunct'is'l svit'h any tigh- stekesuses. Judgments of validity,l'eliabiity, and fsirness depernclinpxl"luponhowt.heresu]tsofheassessmer.'t,sareused.

Quni'ilg Ew'id'el'itzes Jat" assessrwert't deuel'aprnt' Thecouncil recornmer"lds qualitSr guictelines flor the developnientand use of student assessnxents such as t,he Sto"rzdn.rds1"Ed,uaati'rvs.l awrl FsgcttoloEdca!' Testdtzg ancl the criteriadescrihed by f,.re T{ational Forum on Assessment.. Revisedand additionai gluidelines fi'ay be lteected as wonkprogr's$es"

carnpcrcbi!.g. The ouncil f incls it essentia t,hst, differentas$essnnents prccuce coritpamble rwsuits in attalnment. oftkre standards'

e o'rerd wd,'i,r4fot.wt,1tit'e "esdd., ne key ctljcctlve oft,he assessmgnt, efforL is to provirle eccuraLe itlformation fonstudents,Parents,ant-tteachersabout't'heeducat'ionalpfCIglessofint"tividra}st,udetits;artot,herist,oitlforrntheputriic about the nationalactic'entent ievel, Fon students,JarenLs, ancl teachcls, Lhe latlotal systern of assessrnetlsshotldproviclcinforniat,lcraboutarrincivirtualstudent'spenflonrnance against, gtational statclards. st,at,es atrd lq}calitiesshoulrl report, results !rt thc conLcxt, ot" tlre collclitions o|lcaming and sudcrts' opport'utrities t'o lcnl'

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c ltdspenmf ratsuss. The Council recommends periodic,independent reviews of the assessrnent system to examineits impact, to ensure alignment with the national standards,and to ensure comparability of results.o Better lmnuledge base. The Council recommendscontinued research on developirg, interpreting, andreporting assessments and ensuring test comparability.c Cost efectiitenass. Detailed cost estimates for a new system

of assessments are not available, but the Councilrecommends that assessments be cost effective. Theyshorld seek to build on curent efforts at the stte and localtevels. The Council does not intendithat the assessmentsystem add to the net buden of testing, but rather thatmuch current testing be replaced.The Council finds precedents which indicate setting hi8hstndards and developing a quality system of assessments canraise student achievement. The Council advocates moving ateadto create high national standards and a voluntary system ofassessments with careful and ongoing oversight of the processand its results.

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Pdffi@ Nryw-Federl. To rnalntail t}'te Nation's trudition of stete endiocal autlEorty oven educ*tion, e$y new oversight' errtit'yshould be ar ofa cooperative nationa effovt' Nsr-fui,p&d6g's{e. T'he process sh*trld beneftu fnorn and toatterftpt, to duplicate wcrk L:eir4g done by existiilg ent'it'ies' Brosd-Bwed. The coordinating stn-rcture shoud beblpartisatr, enga.ge govem:ntertt t al levels, alrd involve bhemny crrstituencies that hawe alt lnterept, in ixnprovingeducat$.ott. 'f Aocoumfntdtg. The coordinati:ng strucure rnusLnevertheless "oe aecoumtable o the publ"ic. In addirion to apublla appolntnnent process, appropnlat'e cons[raint's ortrules qlf dettheration, reportu'tg, and contraating can helpprov$de such aecountabilitY.Tdw,i'w.Muchgoodwonkhasalreadybe6unandmuchrgrore

needs o be done soon. The coordlnating strucLure shold heinplacequicklyandactasacatlyslforprogressraLhertharrre[ard cwre't, efforts"Fe$w$'tsA nurnber of furetioyls need to be perfornted to ach,ieve t!'edeveloprnent of standards and assessments' They ane descrihedas follows:,9ndrds

e Coordinate the developmenL of iat'ional st'andarefs Develop al't overarching sttefiient* D evexsrp c q$Js$!*gH$'d--qsds ,.eDevelc,psrudels-tpe.rf-o,ryqe$ggql4drydseDevetopsgro-vu-S_eJxs-y_l-Fn$",q1$.q-e Develop s-ystent perfotmance st'ndardse Certif,y conterrt nnd stxiden[ penfomartce standards as world

classA - -----.-s-6.f&gggd&8@dr$ers

oCoordir.uatet,hedeveloprrtenlofasyst,en'no'assessRrerr[sforindividual studen[s consstent' with &he national stendsndseDevelopapnogram/syst'ernmonit'rcnnslst'entwit'hret'ionalstandardscr d s'i ri gt,9 I rr r{ ords f rs t A nt r r i r c f"td l c ( I ? (} }dei t."

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e Fnovide reserch and developnnert, 9or bneak-t&e-nroldassessmenfse scue guidelines f'or assessrfterls Ensure't ecT'wrical rne$t, (validit y, reliabilit y, fairuess)e Cert-ff $sessrnen$se stabHsh procedures and criteria fo' "chievhgeomparability$ffipafurCIThe National fiducation toals Panei would be recon{igured to bepolTicaf bianCriii, nepresentation woulfliniuc rw ur,ornruf ror dfi '' A-Tr{i}stt ion ; eig'at Govem ors wit h t h re e frorn hesame poiiical party as the Presidenb ppointed hy fihe chair orvice chair of the National Gvrnons' ssociation, whicheverrepresents the same political prty, n consulatio-t with eachother; four mernhens of tongress appoinued by the rna.jority andininodtyleaders cf rie {.J.S. Senate ancl L-i.S. it-[ouse ofRepresen[atives. T]te role and function of the Fanelwouldremair the sarne as seL out ir its charter. In addition, !t willanlpoint, nerurbers to a rrewly created body called the Nationa!fidcaiton $tandarOs nO ssessments ouncil, and t wilcertify standards and cri[eria for assessnnents.Work on several of the fuvtctions iclent!fied above l-las aireadybegun. Fcn instance, prCIfess,ional gnr{ips i the five disciplinesare clevelopilp rmtional cont e nt standands wit h f'tnanclal suppofinom the [J.S. Departrnent of HducaLion's tffice of HducationalRcsearch ard lmprovemerrt, the Nalionai ndc,lwment fon theF{uo.anit ies,Nat ional Science Foundaion, and ot hen exist lngfederl and ron-fiedera] agencies. The Nationa Assessrnent ofducaionai Proggess, with oversight. hy the Natlonal,4ssessn'ienl Gover"niegi Eoard, is developing a,sgessmtn[s whichwourld function as the pnog:rare/system moriLor; and the fecteralgverrusrent, is funding thrcugh the ffice of clucationa!Research and TmTpnovenenL important, research anc{clevelopnrent fon bneak-the-rnold assess'nents. This work lvoulttcontinue ancl in ficL would neec{ to be aqg.rnented alclaccelerater. Othen work, sttch as the school and systernstu,nciards, wotld be c{eveloped by stetes working co}lectiveyt hnough organizat [ons llke t he N'at lonal Govern$ns' ssociation,the Hducalion Corunissiot' of the SLetes, the or;nei of hlefState Schoo! ficers, ancl state leglslative organizmtiolrs,Neveilheless, a coorellnating'u*tiy is sti! needed to eitsure'hc,lertr t'll ;,4, l$!t'J dl t\,,3 *,.

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eshblishrnent of nationai educetion st'arldards ar:d a s}stern ofassessments. This body would be a cautiyst and provideovers!.qftt, asrd leadershin. {e.o-dy, woulcl estah}lslt gurdelnesfqr staqdandslqett!-ng and assessment develop:ttent and generalcriteria to deterrnne the aplropriatenss of standards andassssments icomrnnded. This body would be the NationalHducatiotr Standards and Assessrnerlts ouncil (NES).It is vital hat there be strorrg public accountbility in thiswor:k. For this reason, N$'C would be appointed by the Fanel'tertification of content and studen'c peyforntance standards andcrieria for assessments as world clss shall,pe the.iointresponsibi-lity of thre Fanel and N&S,q. b{rcentifiction will beissued by the Fanel except, after approval of NSAC and in [heeven[ the Panel denies certtfcation to alt or par[ of a NHS"proposal, altr on part of that, proposa shail be reburned to NSACwith the re&sors for derial.

It, is desirabXe that Congress anc{ the President. co4ify thereconsti$uted toals Fanetr and the National fic{ucalion stndardsavrd AssessrnenLs Council, consisLent with the Panel's charterand thls coordinating strucLure, and appropriate lice-itern furdsfor tl"neir operation to be adn-tinlstened througtt the U'S'Departrnent sfl ducation. F{owever, the Goals Panel and NSAwould he alowed substntial latitude in their opera'tion andwould be as lndependert, of the U.S' Congress, thre U'$'epartment of Education, and other federal agencies asperntissible u.der federal traw. "tr'he Fanel and Nfr$AC will r,achbe able to his'e staff, ezlter lnto conLracts, make glrant's, receivefunds broth private and Public, fornt committees, hireconsultants and have gift, authority.To the extent prac[icable, the characteristic of these entiliesas voluntary partnrerships comnrittec to transforming Amenicaneducati.rn by encouraging the Natlon to strive for and achleve[he Nationai ]Ietucation Goais and World Class Standards wottldbe nnaintained.ffiermfurshpI{ESA would consisl of 3l nlebers to include tne'third pub}icoflficials, cne-thlrd educaLors, ancl one'third mernbens of t'hege nernl rublic icludi n g corstlmers of eclucat ion. The mc'1tterswoud be aploiarted for thrcc-year terfirs, with no idividualserung nlore tan six colls8cutive years' fficens would be

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elected for one-year temrs. No person ran serve on both theGoals Fanel and ldflSAt.Because JS"e willbe making dee:rrinatlons ajndnecommendatiotis on [he merit of stndarris and assessrnents,the appointrnent prcess rnust take rotential coniiict-of-intes"est,consideraticns into car'efirT ccoLrnt.Appietmem$ Fmaess

Naininatlons fr:r pnsitions on NE$t would be sought fnomhe genera"l frublic and frorn tl'iese ncffidnatiorrs the flanelwould:nake appotntments according o [he estil]lis]xed categonies. ThePanel would esleblish inj[lal tetrns frr inividuals of two, three,or four years in order to establish a rotal,ion in which one-third ofthe rnembers are selected each year.As vacancies arise on NESA, the Fane would seeknomurations frofi the general public and tl"le Fanel wouid nrakethe appropriate appointments.Nmg6rns8 $'sendmnds ffiffid m $yskm $ fusessffirem$ms PqsrB m$ rmpneheffisve frducwgm ffi,$wrs?tStmctures and processes not, only have frc be put in pacc todevelop sfrandards and assessments but are aiso needed trsupporl, their use by schools throughout he latiotl. Soutdprgranis of msflnuctisn must, be tied to stavdards andassessrnents" The Crunci recogniues that states, localcorrrrnuraities, and schools set inrportant policies tha establishthe aontex'c i'l which standards and assessrnents wi operate.These incluse policies and practices regarding curriculum,professional development,, school rest ructurlrg, and cornrnunit yanc farnily supports, Such reforns should not' te piecemeal. Tobe rr-rost effecti.re, [hey rnust oSrerate fut an integratecl fashicn"onnprehensive systernia nefonn should affect, aXi elements ofthe education system. Families, ecucators, a.nd policymakersmust, all work together. Thein effo-ts st the school, r{istrict, stale,ard national levels should address four reiajar dirnensicl's ofeducaion*l nenewal: reflonnirq sch*cls, engging $anilies alttcornrnunities, crealing incentives for hh performance, ardproviding equitabls cppoltutiities tCI nahieve the ttew stanclards.

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technologies for lhe delivery of enriched iiteracl;ive learning.T'eachens and pnincipals in al schocls wili reed pnofessionaldeveloprnent, rn educat iona! technoiogy. l.Jew t echnologiesaligned 0o the standarrs and syslem of assessrnents inay betncluded axno;14 the curricu-lufin res*urces designed to achievethe standards.

r sro ttsm6w3ru r$$B$S @$?tr q"6i3trr9-ffii'sThe condrtlons of clxiidhood are charlgii and sonte of the rnosLsignificant charges have to do q'rth aharactedslics of farnlies.f"{elping fainilies sr tkit they rnay help sludents al,tai- the hlghstartdards will nequire new srrategies for coordinating the effo"tsof home and school.omrurunit.ies create the 'orttext, n wriclt schools ad farniilesfunc't ion. Corr ce a'rced corri-r,iuitities value eanng alid xovtdenecessary s-rpprt to farlilles so [h leannng aan thrive. ,A:limgrorLan[ community service that is aiso suppored by sta'i,e atrdfederal gveffiunerr[ is to provic{e the ear}y childhooc! prograrnsthat heip prepere childrerr for sctool" The Narional frducationGoals set, objectives relating l.o nu.trili


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constrLative intewentior in cases of persistent failure rnay hetied to stuEient outcornes for both studests and educat'ois' $inceleam@ nequires the active particlXlatio'l ohoth, it. would beu-rl.fair to focLts incenflives only on one tr tle other. Today,studeftts rct, applyfug t0 highly selective coll*ges ofi.*n feil lo sEea re$s3. to enroltr ift dernanding higft sehool coutrses anc [o dotheir best,. {ll stucients should be provided incentives fovmeetrng word-class standnrds. fncen[ivs for educators skrouldfocus orr improvernen, i:ietru


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see fhat they are atta{ned.The goal is arnbilous and the siakes are high. R.aisingstandards car tansforrn what, is tught and how i.ns0mcticntakes place. Raistng standards can change 0he viewofnesponsibilities in education.Raising starrdands can irnprove thequality of perforrnance, not just, in the classroom but, on she job,in the marketplaee, and in aTi aspects of Anneriaan iife.

"./lurru 94, 1992

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tTtIhis report was prepared by the National Council oIt EducationStandards anrt Testing. The work of the Council was supported byreports from eight task forces and expert testimony. In this process,many individuals gave generously of their time, experience, andknowledge. The Council wishes to thank all those listed in tNsappendix.Ttre Council wishes to thank its staff for their extraordinary effortsin assisting the Council in its work and in the preparation of thisreport.

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Stoff of the Notionol Cou-ncilonroton Smndords ond TeslingFrancie AlexanderEsecu,tiae Directorlwrence Feinberg "/Poling DeuelnPmzt

Associa,lsTheodor RebarberResearchAssocinl'eEmityO.WurtzS enior Edur atin As so citeL BamesPragrmAnalYslRon MyersExecutiue AssistantCharles J.WalterEsecutiue Officer

David L. StevensonDepttg Executiue DirectorAmy Leigh HatfieldProgramAssistntLinda E. MartinConsultntPaula A. ShiPPPraprvln'AssistnntMichael F. SmithPrcgramAssistantNancy DelasosOline AssislnntG. MoniqueliladdellSecrelary

The stffreceived editingand technical assistance from the followingindividuals:Carter Nicely C. Claire Smith JoYce D' SternTosk Force MembersEighttskforceswerecreated,eachtoadvietheNationalCounciloniJ;;;in" discipline or an aspect of standards' testing' and;*G"t. ftre eigfrt tasf< io""t focused on the topics StandgLdt'r*"**unt, lmplementation, Englislt, Mathematics' Seience' History';Jc;;d;trv' gacn tsk foice was chaired bv a member of the .."i"""rt,".iland included additional council members as well asLlut "iputt, "nd repr"tentatives ofconcerned organizations' TheTask Force MembershiP follows:$qndordhltocMarshall S. SmithTosk Force Clwit'cttd Cctuneil member' Stanlod' Ilttit'ersilil'

Slatdord, CaliJonaGordon Ambach., .- -.--L-... ..nt! n!'Allittf Slnle School Olficers,|-;oull'cll lllell.t(', vv'^"LL I,y vrr!v vwwr'Wh'ington,D'C'Brian L. BenzelQollrcil nwntber, Ednotuls School Distnel, Lynnwootl'Vllashittglort'A-9 flaisilg '\'lrtdardu [or Amtriean ])clurallott

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ChesterE. Finn,Jr.,Cowrwit rnzmbetr,'{ard,erbilt Uw'iwercdtg, Waxfud'rtgtooz, . C.Lauren ResnickCounnil tnnnber, IJnduers'i.t p of Pdttsburgi', Pittsbu'gh,FenrgluaninJohn ndevson!E M, Wash'i;rtE totz, . C.Ernest BoyerThe Carnegie FownintdonJor tke Adztance"nw:nt of Teaitt'q,Frimtetnr4 Nw "lersegWilliamDemmertStnford. {niaers'tg, Stmford,, C aLilotfrinMarian Wright Edelinar and Denise AlstonC hild.ren's Defense F wrzd, Waski'rqtova . C.Susan FlumanRutgers {.}ndaersdtg, Net El,u'tvwick, New' "}ersegJanis Gabay"Iwni.pro Serro, Hig Sctool, San Diego, CaliJarndaJack HarrAEC trnt., New York, Neztt YorkEill FlonigCatornin State prtrrwnt oJ d'ucat'ian', Srit rantwto,Cali,fominBarbara S. NielsenSoutk Carotinn State epat'twnt oJ Edwcadon, Colwrrtbi'a,Soutlt,CarotinaConrad$nowdenD.C. Conmttee on Fubc dwcation, Wstiwg;tn,'C.Roberto ZamoraLa Joga lndeperaMtt Sctrcol 'istt"ict, La Joga, Tetas&sse$sg$w8tWkWwEva L. BakerTstc Force ttwir and ounci mrnber, U'C'L.., !"as ArzEetes,Cal,i.fomin,David KearnsCourt mtetnbe t, l-1.5. epartrnent of Etl'ucatdan, Washi'ttptott,.c.Edward L. Meyerr

tou'rti,t rftrnber, uwdzers'ity a l{was, {"awrnce, ffolsosJoan BarorCon'npctinug .9te eparttww I of Edttction, Warlfo rd',CamncticuCurtis Banksllowatl tJniuetsi't A, Wuslt'i,tzglrnt, D'C.Dale CarlsonCti,fom.in State Depatt"me'n't a! Educat,i ort,,Sd rrrtefo,a'irnia"ferruary 4, 199 '3-a

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eorgia Earnest GarciaU tlit,e r s it U oJ I tir zo'i.s, {J r&;an - C lQmtai E v t, I I i w o isEdmund GordonVale {.i ni tet'sitg, New ! ttt(t t, Cotnrcct i cttDan Koretz.,4ND, Wttshin gtott., 'C.Ker{iHakuta

S ta rufo rd IJ ti u e rs i t E, S ta nJb r tl, C a I ifo t'tt i'ttRobert L. Linn[.J tzi'ue rs i t A of C o to rael.o, Bo w ! r! e r, C o I o c.t'loGeorge Madaus

rcn C o lle e, C e t w t I I i t t, ht as sql ts:ttsEduardo RodriguezMesqw'ile, Ne tt, ivlet;icoLuther\tr. Seabroolt' Soul Carolitta Stu'tr' eptzrltn|'t:.t tf Edueot iott, Col rtmbitt,South Carol'ittt'Sheila Valencia

Ll uiue rsd . A of Wash i t t E tow, S e at Lltt, Was I t i t tg o t tDennie lVolf'{artard tl t t iue rsi't', Com b dgt:, M asxrcl se t sBm$wwffi$fum ksk FwreeDavid [orrbec]


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Sonia C. FlernandezOffice aJtlw Gottentor, ,4ustitt, TetasMiguel LeyRoss E tenun a tg Sc h ool, Wt*lt it t gtcttt, D. C'Dotty Luebkeastmmt Kodak, Roclrcstet, Ns' Vol*Phillip SchlectyP rofe s sional D tt e t op n s t C e t e r, Lo tt i st t i I I e, l{ ' u w a k yLee S. Shulman

Strnzrd IJ ni ue rsi tg, St anrri, t ul iJo n tiaJim SteyerCh,'itrlren. lsil, Oaklcttrrl, Calintia ..,.IonaLhan Wilson ILqw Fi.rn oJ Dauls, Iocka"ttbet, I ts Moines, /orrffimgsh&* FomeeMartha FrickeTosk For Chni rm.d Cotttcil nember, Aslland' S'cloo/ Bontd,Ashtamd, NebraskaMary CurtissTru ntbull. liglt licl tortl, T rtt w b ttll, Cot t rcct i


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ailBurrillVtitmlrtt t{igh Sekaot, Gtefietd, Wisc'onsiz,Arnold utlerMoultds Vinza N iEtt Sckoot, S t. FauI, M inte sataWesley ayNortaatk '!iEk Sckool', 'lonaLk, owalilalter DenhnCtirni State eryITrttt.tt af Edwcaio2, Sa'crarnsttto'Co,lifonnJohn DosseyIttinois State U wit'e rsit g " No rmal, IlliroisPaula DuckettRizter Tewace C otnm uY y tnentarlfsc hoai, Wv'aski vtEtott'.c.Shirley F{illUzziz,ersita of fuf issouti, fforscs Cily, MissouriJeremy KilpatrickUnituersitg of Georgi Attens, GeorgdaTej Pandey-Ceti.iornia slt e eryttmeut oJ ducat'io, Sat rc'Pwen o'Cal'iforniaDorothy Strong

C hicogo Fwbti.c,Schools, h icago, I llittois$eMee&& FweMark Musick v'TaskForCkairwxlCou.ncilnember,Sol.t'hernfteg'onalEclucation Boa,rci,,Attanta" G eotgiaEve M. Bithertowncil rnsrnber, Maine State Department oJ Edttrat'iolt'A,ugztsta, MaineCarlos Cisneroscauncil ynentbet, vE' Me co slate senate, Qesfc, Neu' MeticoWalter MasseyCounciltne.rnber,frocl.gczerlceFoulttltioz,WastzilzElolt'.D,C.firnra,4ndersonCongressional Feitow', Needmare, Pennsylt'awiaMary Eudd Rou'eSia*zford Ll w i 'e rsita" Stanford, CalifotwiaThonias Cechl. t d u e rs it g af C o ! o rd,o, I o t kie r, C ol o ra d oAudreY CharnPagneb-, {-lnt'eW oftVa' Vork, Albang' rVetl Yor"'Fielding GentrY' Siuir-u*ior |-{igtl.9cloot, Washittgtott' 'C'Charles R' {ogenThe MerckbaT w PenA Fa ndat'iott' Nett J e rse aA.6/{eia'sdrrg.gfcldarcds./'orl\nerlcrFjtflcaSioltr;]S d

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Maria Lopez-Fleennan\cldeuetvwrul t oux'cd\, !"os ng ei'e s, Ca'li'fornia'James Minstretr]Mercer lslnnd I{'igh Sch,oo, Mercer [sln'Yd, WashircgtowJe'rry PineCal,i.Jowei, lT st itute af Techrwlagg, Pasaden q Cali;forniSente RaizenNational Cere,ter f,ot' Innpt"ozrdrtg Sciere Educatdovt,Wasti,Wtow,l').C.&{sMry&sk FeeLynne V. CheneyTasls Force Chndr avd' CawncilTn'amberr Naliovnl nrdowtwntJo'r ,he Hwrnnnities, WosiWton".C' IMary BicouvarisCountil, ntrrber, {arnp\on foa- Acatlemg, Neu'poa? \urs,Vi.rgi,nin"lohn HainkelCoww'i,l wmber, !'oudsdww, S iat e Settnte, Bdttn R oug e,Lowisia'v,Samuel L. EanksEalti,mnre CA Pubic Schools, Baltitwre, h$argtandJim EreedloveEe ll$ot iz, Attantw, G e a rg iaI-lank Cotton

C h,enV Creek,Scloods ( retirerl), Ertgle woati, Cala radoCharlotte Craboreet . C. L. A., I'os Ar rye \es, C alifon 'wClaudia FooneRpl Waldo Emersan School, lnclianapolis, !ndiata\llliam FI. hdcNeilllJ wt e rsit g o C hic ag o ( tv t i, re d ), t kic zg o, I lti t oi s

C. Frederick RisingerInd,i.na IJ n e rc t A, B lo o nn i n g ton, I ndi'n n Ruben ZepedaGramt F|igl School, Va.n Nw.ts' CctlifonriaGwrynwfo&skFwwSally ts. FancraioTask Force Chai'an.tl' o'trc'i[ ?n{!n[)e, /Clios $dr&r

{-}w'i.ue rsil,y, Nat'mttl, f JC osSandra Flassant ounail rnen t le r, 8ec cl t h u. t t t e l [ { i g i t S t' l xxil, ffo(.kn t'0ruy Prt r k,New YotkNonn EettisI tlirois S t.tte {. w t e r s i t y, No rrntet, I I l ta i sRichard EoehltSo u t tt w es l. fle,? {s,9f r t{r {'.l w dt ut t's t y, fikrl Mr r'r'os, fle" t"ff s,irtac t'y P4, tlt| '7

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Muncei ChangNat ional Cot t t t r i t Jo t' G e rs ra plz i c Flcl u ca t iort, /tlrC ic ttrr,F


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Mary LindquistNatinnt toumci,t oJ Tocht's of lufat'lvrrmt dcsGail ,udwigNati,a'rznl Cawzcdt ior Geog raph.dc d uca ti.o'tzliles Myersl{a,tional Councit oj Teaclters af EnglisltF. David PearsonUniuersitg aJ l,t'i.nok at, {^l rbat m-C vs m-pcti E t tJames RutherfordArnprican Associ,ation lot the Advazce lTlr:ttl af Sc i


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.!ohn Dossey! Uvt ois S ts.t e U ni e rsdt'U

Ernerson Elfiot8N atianat C en,t et fo r Educat'io v Sf sl icsanbara KapinusMargtand Stte epaftwrttl o EdwtatiortArchie LapointeE d.wcatdonat Te s ti rzg S e n' ic eJohn MurphyNew Val'k State epartlnet of Educatiotzldorrna FaulustreEorz State epartrnent of Ed'wciotl8@$V,$qlLinda Darling-FlammondTeaclrd CttlleEe, Coluwbia U tti ue rsit 7{.D. X"{oovertl "r fue rsi"t li of I ou' aSrw$6 w$ wusrtc$ ffiswh#rsCriticalasslstncewasprovicledbystaflfmemnersoftlreCo-Chairsofthu Cour,cit. Their help was invaluable throughout the process' frolnthe initial meetings to the finalprodltctiott ot'rhe report' Specia!thanks goes to these individuals'Nikki McNanreeOffice oJ the Ga'e'wr, '9r.u{l CarolittaJatice TrawickAfJ'i re of t h e 6or e "t t o t', .5r l Cct vl i t aNancy SandersOffice


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Glert ur.s,Nadaw, dwat'ipw "{ssoc'itcjnEnnerson Hlliot[N tinnl, C s{ te r fo r E d'zt c st i, ov S@ t s ?sFascatr D. Forgone, Jr.Nat d.cuzt ffid,estatiw Goa. Fa'tntEd fuentesNadrvrw! Ed.zatinn Goais FanelMjiton Goldberg

Un'i,ted, States epa'f,we'rzt o:f Educatdon!.,anny Griffiltll-tnitd Sttes epat"t.nnt af EdwcatiomJune Farris fCwnnnittee w Mducat'ipr a,r"d lnbarSusan GreeneNati,ott Gaue ww'x' AssocntinrAndrew F{avtvnarCwv"rrittee an Edwcatisn amd i'aba'rCharles Kolbtfi,te af I'oLicg steto'p'{Ngrzt, 'fw Wkdte HouseJack "Ierunn'rgsCvm,rni.ttee on Edweaeiw an LborMartharose laffeyNg,&i,avwl, ScPod ords ssoc i t i.o nEmno ManroUw'dted,9ts epartwzn.t'of Ed'ucat'io'tt "/Jerry MartinN ationn!. Endaw rwst t for t he I l urrtmit ies"leff lcFarlandSwawwit e e o't I leme ta ' 1, S e rct dte rg, amrt Vttc a t on'alEdwctiawl,ynn MunsonNca\iorw!. rdoePznert fot the tiwrrunitiesRae Nelsorrtffine of Foticg eL'eto'Pwr'zt, 'fke Wtite NauseRey Ranireztffdee af Serwtor i'ngarn'am, Neu' Mes:'i,r:oBella Rosenbeng

"4T np rican fu de rut iw af Te ar fue rcJeff ThomasNaedural Evd'owm'srt, for f'ke &{ wnnvdti'esllsmia-t "fhomtanSwbto'rn. nitte t n tetnmetantg, Secwztav'g, u n d, Vatatdowa{'d,wcatdnr

oreen Torgersontffirc af PaliaA suelvqwvrtt, T!e V{kite lottt,ltnur.trU t!6, !9

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Susan TraimanNttldovttt {} tn'e n o s' A'src o8 oa$usan Wilhen-s i a o*,*i,fiee a n Etew ,tt t t"tr, s eco rr rin a", t n d vt t e t ir n t a IEdututionLutlrer WiiliamsNtdrvn al, Sc ie nae F o t do l$pe6w$wppn&Wewoultlliket,oexpressourapprcciationtotherollowingisxdlvidtalsand orglanieaions who assisted Lls at various trnres cluritrg t'!"re cotrseofour wonk; I The lnlatioal Geogaphic Sociegy for t'heir help in frnal Urcnaraliglt-oi ii',. ,*po*t: Tutrv .d*itft fut coordinat'ion of he r'v


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ffiw.sThe ducies f the CoLtcil she be to adsise the A-mencan Xreopleasto-

tr ) Vdhether suitrbTe specifc eelucation standarqfs shoi"tid nd can beestbllshed, such as world cass eLsrtdards, for *(a) [he knowled$e arrd ski]-ls 0het stt]dent$ should possess andthat sctrools soutd inpart in order that rnericrn studenf:sleave grades 4, S and 2 demoi"tstu&iTg etmpet'ency inchailenging subject ngter includfurg nglislt, malrerna[lcs,sceleeo hisEory* and geogrihy; and(b) every sahcol [n Anrerica ensire flnt axl stfdents learn Louse their rnnds rryell so that, the-y Wfi Ue prepared fornesponslble citxenshrlp, ft"tfer leamting, afl d pnoductiveenrplopnenL in our n'cde"n econorny; and) \&4tetrer, whitre sespectins $tete and local contro! of eelucation, an' apprrrpniate cy$tef oivoluntary national bess on exarnimatioisshoulo and aan be estt:shed, such as Arnerical achievevne-lLtests, th w!J-i provide prffcpE, accuvte nfomwatlorr to p&tren&s*ed,tetqlrs, and pollsy rlekes:s on e progress being wrade qowqrdthe speei.flc educgtion st,ndards by indivldual Studen[so schco}s,scl'oolsystenrsos[a8es,andtheldatiorasawhole(ifst'lc"tstai.rdyds can tre establised). The SoaJ of any sueh systern shatrlbe ts f'oster $ood teaching and Tearning, as wel &o noni[orperfo-nance.FmwBffieryrThe Oourcil shall, as srn &s possible, but nor later Lhan lleceniber 31,1991, stbmit report [o the Congress, the $ecret'ary of Edtlcation'and the {ationa HdtlcaLon Goals Pame thal coct'ensrecomrnendations re$arding ong-tenn polices, sgt"tlctLlres'rnechanisrns, and oher lrnp-ortant considertions with respect. [o Lhe"j"ui"u. discrssto'n ofihe valdity, nellabiliLy, "aim:ress, and costsof"impternentingla systern of voluntaiy national tests or exanttnatiolsshal! also be incuded in sueh reprfl.

c) fire ds i rigt ,9eradc rd's {ar ,4ttt:t'ica ltd'tcrz'daw1-.nR} L9

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he hJnlional Council on ducation $Landards and Testng hessought purblic comment. The cornrnents i has received have helped toshape this reptrt. Ttre Cotlncil wishes to 0henk the furc[ividra-ls andorganizat[ons listed below for their strggqestlons a'ld observations. TheCourcil recognizes that, wh.3e sore sfements subtni[ted to it,represent officlal posi0ions taken by ar organ,atlot't, others weresubmitted as the views of ar individual who does rot claim torepresent the Lnstiueior with w!'tich he or she !s afliated.o Sbate delegations attendirxg the dationa ducagiun Fonrrn im DesMoirres, Iowa, $eptemnben 3?-28' I 991o Advseates fon Childnen of dew York, lnc., Diana Autit Ajance fon urricuhrn Refonn, Gorclon Caweltie rnenican Occupalionatr -}'hernpy .{ssociation, Barbana thandlero f,rlerica$ Fsyckrolo$c Associalor, Wapte Camaraancl OeraldSroufe* r\FFL otps, Salle lVeddels ,{riaona Stse University, Carole Edelsky Arkanas, Offce of the Governor, Dehorah Walzo Assocfatlotr s)flP,;fierlcan Fulrllshers, Test, Cosrffitttee, Michae! F{'Keane Assoclation ofl Black Fsycholo$sts, Sandru Cox atld l-lanoki Dert, ^Associafr!o!"! of alIfor-ria Sahooi .4dmInstregtrs, h'telinda Melena{eaJcrrrr' 4, 199;) ;a t-!

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o Associatlcn for Supervision and Cunriculum teveloprnent positionstaerftents by the national onganutn, si*te afflliat'es, aldlndividul mernbens Autism Soclety of Amenicar, Davtd Iolmese Brain-Eased ducaLion Tdetwonk, l,eslie lart* Brigham Young {Jniversity, Utah, Ruon Garfie}d Eusiness Rounclrable ancl Nati0na \jltarce of Eusiness, "niteEdelsteineCarnpainforGenuineAccounuabllit,yinEducarion,Morttyl{eill6 Canton CiEy Schtols, th!o, Wayne Dennyo Centrnl Frk East, Secondary Schoo!, New York, eborah lsteiene College Boand, Donald Stewail io onsurtiurn ftir CiLizens wich isabilitiese Council for x.ceptional Children, Joseph Ballartr and Mary Cohere Dlstriet, ofl olumbia, Jzure[te HosLon I-[avris Easton Public $chools, Masschusetts, Ise Keftal Zirnmernlan El'nbrook $chool Distnict, Wisconsin, Ronald Langes F oxfire -feacher tutreach, Flilton Srnitlte Ilirna Intersnedate Scl"rool, -awai!,,\my l-Jyecni indiana lJni,versiLy, Leonard C, Eurrello Kamel'armeha Hlernentany $chool, Llawaii, Kahele Kukeas' Mariernon[City Schools, Ohio, onald "l'hompsone Mexican mericatr Legal et"ense Fttnd, $t'ephen Carbo Midland Fublic Schoo!, Mlcltigan, tarol S"eidergMississlppiEendAreatlucat,iongency,Richardl-lanzclka National ,4lliance o[ Businesse NAACP Legal efense ard ducation l"'und, Julius thamberse National Ceftter on Educatocx Out'comes llational Coali[iolt of Educat'ion Activists, f]ebi ukee National tonference of Stare Legislat'ures, ducalton and JobTrainlng Cornmitteee NaLional or-nc!l for thre Social $t'udies, Charlott'e 'Atdersono New Vork Oity Eoarri of Ed, (Dist'rict' l )' Susan l"Tarman horfolk Fublic Schsols, Vi'eginta, Geonge Rasso North Carolina, ffice of t,he Governon, -}ackie lffornble Jetrkinse Norttwes[ Assoclation of Schocls and oiteges' David Steadmate Fanasolic Foundation, Sophie Sas Farkway Sctool istnict, Misseiuni, Wlliam Fnanzerte Fennsylvatlia Department of Educatton, Joserh Eantte Fonta8e ount'y Board of Edueation, his' F{elen Glesse Punahot School, F{awi!, uatte Yee and Hlaile Eht'rnat $outhentl A,sssclatlott on thlldren Under Sx' ahy raceo SstLhet f{e$lionei Counc!, Marcta Klevbort'C-C ffcdsirlg '91tdtr'eCs J'o r mt''i


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e S0udent Advocacy Center, Ruth Zweiflere Teachers and Parents flor School Renrewal, Oregon, Bill Resnicke University of alit'ornia, San iego, T'racy Strong, Urban Superinendenls' lretwork (ffTce af lducational Rest'nrcltand. Improvernent,, U.8. epartment of ducation)The ounci! aiso thanks the foilowing organizaLiotts for [heir help inrequesLing public enlmenl:e Association flon $upervision and urricttltmt eveloprneltto Eusiness Roundtable@ Faitest ? NaLional ,{lliance of Business National ssocation ol State Eoards of Educaiote National tor"lference of Stare Legislattlres National tovenrons' Associa[iono National ,4ssociation of Schoal Br:arens

,Ju t tt t r t! 4, Mll;l {'r\K.jnb .9

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ffi@# I r ffiwd'mcss Fwr $shmffiy fu ryr ffi, e[ ehiWw m &mwrfuw w86 swrc w$sd r@kM"Objectives:o A.!.ldisadvantged and disabled children t'uill have access to lxighquality and deveopmentally appropriate pneschool progrems ththelp prepare ch.ildren for school.@ Every parent, in Anrerlca vill be a ch-iid's Srst teacher end devotetirne each day helpit8 !'tis or her preschool child trearn; parents willhaveaccess to the trainimgand support they need. Children will receve the nutritior and health care needed to anriveat school with heaitlty rni:'ds artd hodies, al.ld rhe nurrber of lowbirtlnwei.gtrt, hauies wiitr be sl8niflieantly neduced t]irough en]ncedprenatal healtlt sYst erns,

tu$ ft 6gh $chBffimpHBwmffiy@pryWu ffiefu@e MgMw#ww ffiwW utsswwk@e@s8Wpffit"CIb.fectlves:e The trattor xnust drmatlcally Eeduee lts dnopout, nte, alld seventy-JaoanrU 84, 'i99:

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fltvepercentofthosesludentswhododropout,wl}stccessfuliycomplete a high school degree on iLs equivalent" The a ir hjgh school $raduation rates be[ween Arnerican studentsfnonirnrr"ty backgror.lnds and their ngn-minonity coutrterparts witrlbe elirninered.ffi$ ffi: $gadmff ehevwffir rurnd ffiffiswutshp&v fu ffir ff&&, Amskmn sMws wE kmre grwds 6ar,;fu:d'#ua,&"kgffi d*smstrud qw-wp@ry m ";ilffiffii* sa$@ *fffu Fmekdry ffiWgg#; mIffie{effie$, .ffiffiffi-ffi'ffi**ffi.ffi 'ffi 6b" uestr#ffisM erury#Ep, fu rtwr b rmrng'd @mfrM ww@wtr ;n r @sffi @@wffiY'tbjectives:e The acadenie perforlnance of elerneng.ar'/ and seconca,ry st,rlents*tr i**ru*u* si#ificently in every quarLile, and che distribution ofmi'ority stud*m in each level will rnore ciosely reflect tre stdetPoPulation as a vh,ole'gThepercent,a$eofsLudent,srvhodernonsl,ra[etheabilityt,oteasn'ri"ptt r**, app:y knowledge, and wr.ite and cornmur$cateeifectively will increase substant'ially' ll students wil be involvecl in ct'iviies that prontote andC**oirnt*t* goot clLizenship, col'llmuttity service' arttl persoltaresponsibilitY'eThepencen[a$eofstudett,srvfttorecrnpet,elt'ittntttrt.thatiotte

la"nguage wil! substantially increase'eAlIs&udcrtswillbeknowledgeableabout'thecliversecultura!iti-* *f rflls nation and absut the world comniuttily'

ffiw@Bt $cwme@ ffiffid ffiwffiwmwissffiw 8&w wr W&, &$,$" smfu& wfi& M ffiuu ffi &@ w@# rtrk#d *F-U Mi*mmt$ 6hMwffiI8"CITrjectives:ghdat,handsciegrceeducationwillbestreng[hettec{thrclrrglrotrtthe

sys[em, especially in the early

national council on education standards and testing, raising standards for american education

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