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What is the appropriate role for student achievement standards?

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  • John H. Bishop

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.

Suggested Citation

  • John H. Bishop, 2002. "What is the appropriate role for student achievement standards?," Conference Series ; [Proceedings], Federal Reserve Bank of Boston, vol. 47(Jun), pages 249-289.
  • Handle: RePEc:fip:fedbcp:y:2002:i:jun:p:249-289:n:47
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    References listed on IDEAS

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    1. Cameron, Stephen V & Heckman, James J, 1993. "The Nonequivalence of High School Equivalents," Journal of Labor Economics, University of Chicago Press, vol. 11(1), pages 1-47, January.
    2. 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.
    3. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-971, September.
    4. World Bank, 2001. "World Development Report 2000/2001," World Bank Publications, The World Bank, number 11856.
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    Education;

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