There is a great deal of discussion within the field of education as to which of the four types of standards impacting upon the field are most significant and require the most attention in the policy-making process (Stites, 1999). In general, content standards appear to be most significant because they form the basis on which performance standards rest. Content standards describe the range of desirable knowledge and skills within a subject area (Stites, 1999). They identify everything the student should know and be able to do after completing a particular course of study offered over a defined period of time. Consequently, content standards must exist if performance standards measuring the mastery of content are to be meaningful.
Content standards further suggest the kind of resources that must be made available so that students have adequate opportunity to learn and schools present appropriate educational inputs and resources (Stites, 1999). Even in terms of behavioral standards, content standards are instrumental in identifying the underlying goals and objectives subsumed within a particular curriculum area or grade level. Overall, content standards play an indispensable part in creating an ideal model of standards-based reform. What is to be taught and learned must clearly be thoroughly identified in order for meaningful lessons and instructional strategies to emerge.
Stites, R. (1999). A user's guide to standards-based
educational reform: From theory to practice. Focus on
Basics, 3(C). Available at www.ncsall.net/?id=352.
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