Opponents argued that they were overly prescriptive, lacked academic and intellectual legitimacy, were too vague, and seemed to emphasize affective as opposed to cognitive skills. This last point was particularly objectionable to opponents of chapter 5, who argued that the outcomes were seeking to shape student attitudes rather than ensure students had access to core academic subjects. While the State Board of Education eventually adopted chapter 5, the controversy did not go away. Indeed, it intensified. The Governor's Advisory Commission on Academic Standards report to the Governor represents a critical first step in that direction.
Academic standards are expectations for learning.
They express what it is students are expected to know and do when essential concepts and skills related to each academic discipline are acquired. Academic standards, sometimes referred to as content standards, provide consistent targets for students, parents and teachers to work toward. Achievement is measured according to those standards. With consistent and clearly written academic standards, students, teachers, and parents know what is expected regarding academic achievement in a variety of subjects. In addition, all who care about education in Pennsylvania can gain a more accurate sense of how well their schools are doing.