The standards movement has lost momentum at the national level, observers say, as political forces have curtailed the federal government's role in promoting national standards in each subject area. Nevertheless, the movement is forging ahead at the state and district levels, where efforts to develop standards have continued unabated. Another irony of the standards movement is that U.S. educators are attempting to develop common standards in a decentralized way. States and districts throughout the country are working intently to develop their own standards, experts say, rather than simply adopting the national standards published by the subject-area organizations. Most districts are enthusiastic participants and not merely complying with mandates, he says.
Districts recognize standards setting as a way to bring coherence to their curriculums.
Kendall thinks not. They want the direction of blue-ribbon panels, but they also want to be part of the process. Involving teachers in developing standards makes the rationale for standards clear to them and promotes their buy-in, he says. You can't just deliver standards from on high. First, the experts drafting the standards included far too much material to teach in the time allotted.