The educational standards bandwagon is moving fast. President Clinton has embraced national education standards, while 49 states have already developed and adopted versions of their own. Big business endorses standards as the essential building block of school reform, a necessary step if America is to remain economically competitive. Indeed, it’s nearly impossible to find anyone who will take a position against higher standards for schools and students.
Some arguments for standards make sense: Americans move around a lot. The Census Bureau reports that 20 per cent of families move every year. Some urban schools report more dramatic turnover figures: every year half of the students or more transfer out and are replaced by other students.
Inconsistent standards make it virtually impossible for parents, teachers and administrators to know how much students have learned. One elementary principal told me, Sometimes students transfer in with A's in reading, but they can barely read. It works the other way too; a child will come in with a B- in arithmetic but be terrific by our standards.
As far as educational standards are concerned, the only arguing is over who should develop them, although everyone agrees that it should not be the Federal Government. Washington would just screw it up, says Wisconsin's Governor Tommy Thompson, a Republican. Colorado's Democratic Governor, Roy Romer, agrees that it has to be done locally; that's the American way.
It's also the American way to rush ahead, without much thought about consequences and implications. But implicit in the idea of establishing standards is a promise: achieve them, and you will be rewarded. As the nation rushes to create standards in education, it's worth asking whether the people running our schools are in the habit of honoring academic achievement. The evidence we present in "Elementary Confusion" suggests they are not. – John Merrow