Clearinghouse on Educational Policy and Management College of Education · University of Oregon
	"Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database, "Publications").	Trends and Issues: Educational Governance Abstracts Discussion References Resources Governing Through Standards: Unresolved Issues In the next decade, standards-led governance must resolve a number of serious questions that could threaten its effectiveness and popularity. First, a standards-led system will be only as good as the standards. Critics have complained that many of the new standards are skeletal or vague; from the perspective of the classroom teacher, they fail to focus attention or provide concrete guidance. In its most recent review, the Ginsberg (1997) judged that only seventeen states had developed clearly worded standards in the four core academic areas. Second, standards will have little impact unless they are aligned with state assessment programs. Most states are moving in this direction, but some states are attempting to develop standards and assessments simultaneously rather than basing assessments on the standards. Some states are building their systems around whatever assessments are already available, resulting in "superficial correspondence" between standards and assessment (Robert Linn and Joan Herman 1997). An added element of uncertainty comes from the prospect of national tests that may or may not be well aligned with state standards. Third, standards can govern only if there are consequences for failure to live up to them. For example, will students be required to meet the standards before being promoted? Will states offer incentives for good performance or consequences for poor performance? State practices vary considerably (American Federation of Teachers). A fourth question is whether public support for standards can be sustained. In the abstract, the public strongly endorses standards for student performance. However, when standards take concrete form, some people may balk. For example, math and science standards have had smooth sailing, but standards in social studies and English have often generated opposition because they touch on controversial topics. Moreover, as standards are tied to high-stakes decisions, they may generate legal and political opposition. Will parents still support standards when their own children are held back? What will happen if members of minority groups have disproportionately higher failure rates? Finally, it is unclear whether states will fulfill their promise to reduce regulation in exchange for better results. In Washington State, for example, the original reform proposal was accompanied by a recommendation that traditional regulations be relaxed or eliminated; the resulting legislation merely said that regulations would be "reviewed." Thus far, local schools in Washington may be experiencing the new standards as just one more mandate. Compiled by Larry Lashway, freelance research analyst.