The development of standards and the early stages of implementation happened in nearly every state and in more districts than one can count. Since 1993, the Council for Basic Education has worked across the country assisting states and districts, large and small, in their efforts to set rigorous content and performance standards. We have also assisted some states by critiquing their standards, others by benchmarking them against the best in the nation and the best in the world. Both policymakers and practitioners often must cope with a bewildering array of tests, professional-development models, standards, and budgets. There are enormous arguments around the level of detail, with conflicting interests battling issues of local control vs. the need to provide clear guidance to teachers and a clear understanding to parents.
Accountability remains the most elusive component of standards-driven reform.
The adults in the system scorn it, students generally favor it, political and business leaders support it, as do parents until it appears that it will affect their children. In some states and districts, standards have become the surrogate battlefield upon which power battles are waged that have little to do with standards, such as who will exercise control over the education system. Combatants may include boards, unions, central offices, special commissions, governors, and state legislatures. There is no simple, cookie-cutter formula for setting standards. While all of that might not create a pretty picture, the most important principle is having systems that align, so that standards, assessment, professional development, and the other components are all aligned.