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What is the appropriate role for student achievement standards?

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  • John H. Bishop
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    Abstract

    American policymakers are trying to deal with low standards and weak incentives for hard study by making students, staff, and schools more accountable for learning. The education departments of the 50 states have responded by developing content standards for core academic subjects, administering tests assessing this content to all students, publishing individual school results, and holding students and schools accountable for student achievement. While these efforts are generically referred to as standards-based reform, the mix of initiatives varies a great deal from state to state.

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    Bibliographic Info

    Article provided by Federal Reserve Bank of Boston in its journal Conference Series ; [Proceedings].

    Volume (Year): 47 (2002)
    Issue (Month): Jun ()
    Pages: 249-289

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    Handle: RePEc:fip:fedbcp:y:2002:i:jun:p:249-289:n:47

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    Keywords: Education;

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    1. Bishop, John H. & Moriarty, Joan Y. & Mane, Ferran, 2000. "Diplomas for learning, not seat time: the impacts of New York Regents examinations," Economics of Education Review, Elsevier, vol. 19(4), pages 333-349, October.
    2. Stephen V. Cameron & James J. Heckman, 1991. "The Nonequivalence of High School Equivalents," NBER Working Papers 3804, National Bureau of Economic Research, Inc.
    3. World Bank, 2001. "World Development Report 2000/2001 : Attacking Poverty," World Bank Publications, The World Bank, number 11856, October.
    4. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
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