Douglas A. Archbald, Education Policy Analysis Archives, November 2001
Standards-based reform is simple in theory but can be surprisingly difficult in practice, at least without technology's help. Most states now have academic standards and tests, but assessment data is often available only in reports and databases that are distant from teachers who could benefit from them. Curriculum guides may be only in the hands of administrators, making it tough for teachers to access them frequently. This paper by Douglas Archbald explores how improvements in information technology help make state, district, local, and - most importantly - classroom-level implementation of standards-based reform significantly easier. Some state agencies now publish standards and sample assessments online, and many states also permit individual student achievement information to be posted on the web for access by authorized users. A wide range of software packages is now available to align lesson plans with standards and track student performance in relation to the same. But while much is possible, it isn't necessarily happening yet. Archbald identifies obstacles: leaders who fail to cultivate the necessary values and practices (such as frequent meetings to evaluate staff performance and student achievement); hesitation by teachers and principals who fear that information may be used against them if it is publicly reported; and a lack of computer proficiency by school staff. There are technical obstacles, too: databases must be kept up-to-date, cross-referenced and easy to navigate, and must contain information from standards-based assessments, state/district achievement tests, and tests on curricula. But there's hope. Archbald concludes that, as teachers, administrators and policymakers begin to embrace standards-based reform with the aid of the "next generation" of technology, student achievement will benefit. For more, see http://www.epaa.asu.edu/epaa/v9n48.
