How have politicians, policy makers, the electorate, parents, business and industry, education organizations, and others responded to the introduction of nationally developed standards?
How are the standards being received and interpreted by those outside forces?
In response, what actions have politicians and the public taken regarding policies and funding in support of, or in opposition to, standards-based curricula, teacher development, and assessment and accountability systems?
What changes, if any, have occurred in the opinions, activities, and decisions of governmental leaders and various public groups regarding mathematics, science, and technology education?
What has been the resulting impact on the adoption of standards-based policies, programs, and practices in schools and districts?
Who has been affected and how?
Studies that address such questions will enable educators and policy makers to begin accumulating evidence and formulating answers to the Framework’s two overarching questions: How has the system responded to the introduction of nationally developed standards? and What are the consequences for student learning?
The next—and final—chapter reviews the Framework in light of the channels and forces interacting within the education system, suggests a range of research-based uses for the Framework, and offers final comments from the Committee to those who use the Framework to consider the educational impact of nationally developed standards.