• To what extent are state and district assessment and accountability systems aligned with the content, instruction, and assessment called for in the standards?

  • What changes have states and school districts made in the use of assessments and in the infrastructure to support the implementation of standards-based assessment programs?

  • To what extent do assessment systems report student achievement for demographic subgroups of the population so policy makers can determine whether all students are making progress towards higher standards?

  • What actions have been taken to align college entrance and placement tests with nationally developed standards?

Studies that explore answers to such questions will inform the two overarching questions: How has the system responded to the introduction of nationally developed mathematics, science, and technology standards? and What are the consequences for student learning?

The next chapter deals with influences external to the education system that might also have an impact on how standards affect classroom teaching and learning. As the chapter points out, those influences may arise within public, professional, and political communities.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement