National Educational Standards

President Lyndon Johnson launched ESEA (the Elementary and substitute Education Act), and topic spending on education went from $478 billion to $1.646 billion in one year. In the past 20 years SAT scores have dropped 35 points as per student spending has gone up from $3,393 to $5,314 (dollars adjusted for inflation). Yet, since 1972 the average teacher salary, adjusted for inflation, has risen only 3.5 percent (Farris, 1995, p. 1). This way the cost of most schools is their brass section. The best melodic line against a internal set of standards is that what America's schools do not ingest is more administrators, nor discharge they afford them.

In addition to this political objection, the religious or evangelical objection is essentially a fear that issue standards drafted and codified provide in time become federal standards which will include federal codification of evolution as "educational" material that excludes God or otherwise violates the facts of their beliefs. Massell quotes the 1990 calcium Department of Education framework for science: "It is essential to presentation that classification of living things is based on evolution, because evolution explains both the similarities among living things and the diverse paths taken by different groups by geologic time" (87-89). The creation theory states that this similarity of invention is evidence of a single, intelligent Creator, while diverse paths press out both the diversity and persistence of life to adapt to chang

Massell, D. (1994). Achieving consensus: Setting the agenda for state program reform. The Governance of Curriculum. Alexandra, VA: Association for Supervision and Curriculum Development, pp. 84-108.

The best argument in favor of national standards, voluntary or mandatory, is that the national leaders atomic number 18 more aware of what sorts of skills will be needed in a global competition for work and trade. The reply is that the local educators and parents are more aware of what sorts of skills are needed to get a job in townsfolk right now. While the resolution of this debate is probably all(prenominal) combination of both a global and local need for skills, Smith, Fuhrman, and O'Day note that "public expectations for student performance are as well as sadly low" (p. 13).

While "low" is a limit defined by the person using it, few could deliberate with scope a standard that was higher than the one already in place, except perhaps if one had trouble arrive at it. They cogently argue on the same page that current donnish excellence is cited only in relation to other schools, such that if the other school is itself academically low, a "high" be is meaningless. This is a good argument for national standards. In fact, atomic number 20 schools (and all the schools nationwide) claim success by being reform than other states. The report that California is at the bottom nationwide only means that California children cannot read very well. However, the administration of the test itself is a national standard already in place, which the states' schools try very hard to work up to. If, therefore, they cannot take over this existing standard, how can one think that arbitrarily setting a "higher" standard will make the students smarter? Additionally, in "bell curve" sociology where intelligence is randomly distributed among the population, there will be the few who can reach the higher standards (or any standards), the most who can grasp for them, and a few who cannot extend to them at all. What will be done for
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