Moving toward Standards in Colorado Classrooms. Report on District Needs Assessment [electronic resource]
In 1993, the Colorado Legislature enacted laws calling for standards-driven education, which requires all school districts to hold students to high standards in 12 content areas. This document reports on the results of a survey to measure the statewide progress of this transformation. The survey...
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| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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| Subjects: |
MARC
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| 110 | 1 | |a Colorado. |b Department of Education. | |
| 245 | 1 | 0 | |a Moving toward Standards in Colorado Classrooms. Report on District Needs Assessment |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 50 p. | ||
| 500 | |a ERIC Document Number: ED416579. | ||
| 500 | |a ERIC Note: Prepared by the Standards Project Team. |5 ericd. | ||
| 520 | |a In 1993, the Colorado Legislature enacted laws calling for standards-driven education, which requires all school districts to hold students to high standards in 12 content areas. This document reports on the results of a survey to measure the statewide progress of this transformation. The survey's purpose was to determine the successes and barriers encountered along the way, the degree of participation in standards development, the degree of readiness for a standards-driven system, and any expectations for change once standards are set firmly in place. The survey was mailed to all superintendents, school board presidents, and accountability committee chairs (20 percent return rate), as well as a random sample of thousands of educators, community leaders, parents, and others. Results indicate that progress toward developing first-round content standards and related assessments is on course. Development of content-aligned assessments is going slower, but reports are nevertheless encouraging. Many of the survey respondents had high hopes for standards-driven education, as reflected in their broader expectations for positive change. Surveyees expect assessments to be linked to instruction and to better measure students' knowledge. Most respondents were not daunted by barriers, the biggest one being a lack of time and a paucity of training. Appendixes include: the survey instrument and data sheets provide statistics of the responses to each question by locale (city, suburb, rural) and type of respondent (department chair, principal, parent, etc.) (RJM) | ||
| 650 | 1 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 1 | 7 | |a Educational Needs. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Excellence in Education. |2 ericd. |
| 650 | 0 | 7 | |a Program Content. |2 ericd. |
| 650 | 0 | 7 | |a Public Opinion. |2 ericd. |
| 650 | 1 | 7 | |a Public Schools. |2 ericd. |
| 650 | 1 | 7 | |a School Readiness. |2 ericd. |
| 650 | 0 | 7 | |a State Surveys. |2 ericd. |
| 710 | 1 | |a Colorado. |b Department of Education. | |
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