Despite clearly demonstrable less desirable long-term results, incomplete statistical evidence will likely be presented as proof that standards work. We strongly believe that education, special and regular alike, can be improved and that all students should be held to a higher standard. That is, if our education system is in the aggregate producing graduates who are more productive and who require less public support in adulthood, then improvement is taking place within the system. Our fear is that the current standards push, which will certainly benefit our top students, will also further widen the existing gap between those who prosper in our society and those who become dependent on public systems. Given the challenges of our changing world and the immense competition for public resources, we cannot afford greater societal dependence on our social support systems.
Introduction Begin with the end in mind.
Fit programs to students, not students to programs. Organizational culture and structure count. The practitioner's role is pivotal. Standards need to be relative, not universal. Improving regular education reduces special education expenditures.