School districts and individual schools are challenged not only to meet a growing number of standards with respect to student and school performance, but also to prioritize an often extensive and potentially conflicting group of standards. States have consistently raised standards since the implementation of the No Child Left Behind legislation, but many states are still experiencing in determining which standards should be viewed as most significant (Moses, 2009). One recommendation for improving standards and prioritizing them focuses on assessing the extent to which standards address the mastery of basic skills at every educational level. According to Moses (2009), basic skills in the core curriculum areas of language arts/ English and mathematics should receive the most attention because these are the foundations on which academic success is based.
In other words, students should be capable of meeting standards in these fields at every grade level. The standards should reflect what is expected of entering freshmen at state schools. In other curriculum areas standards are significant but the two areas of greatest importance may well be language arts/English and mathematics followed by science, history, and social studies. Behavioral standards are important, but performance standards must receive the greatest attention if students are to be fully prepared for ongoing educational experiences.
Moses, A.R. (2009). Education-stimulus priority: Improve
classroom standards. Available at www.edutopia.org
/economic-stimulus-education-classroom-standards.
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