The United States citizens, require their schools to teach and prepare kids to be productive and successful society members. In 1983, a report focusing on the situation of the public schools in United States was released by “The National Commission on Excellence in Education”. Allegations from this report and other several reports surfaced that numerous schools had declining or stagnant test scores.
In addition, international comparisons revealed that children from United States performed poorly especially in mathematics and science as compared to other children across the globe (DeBos, 2008). The “nation at risk” report led to reform movements based on education standards in the United States. The current education reform version is based on the “Act of no child left behind” which provide for equal and fair opportunities for quality education. This paper will give an insight on approaches based on standards as a tool for education transformation.
The paper will focus on education state in the United States before the implementation of education standards, changes in assessment, instruction and in curriculum after the implementation of education standards and effectiveness of education standards as a tool for education reforms (DeBos, 2008). Standards as Reform Before the Act of “no child left behind” and current standards in education was implemented, status of education in United States was inferior to moderate in its quality.
In 1983, a frightening warning was released by the United States commission that focuses on education excellence and suggested that the test score especially in mathematics and science for American students were down (DeBos, 2008). The report made United States to feel vulnerable to possibilities of losing its capabilities of competition in international market. On the other hand, before education standards were established expectations of what the students should do and know were varied among the various schools and teachers.
These expectations were changed when the Act of no child left behind and education standards were established. When the United States began to institutionalize and embrace system based on standards and “no child left behind Act” there were improvement in the achievement and learning of the students (DeBos, 2008). When the act of “No child left behind” and system based on standards was implemented significant changes occurred in schools’ assessment, curriculum and instruction practices.
On the other hand effectiveness of curriculum i. e. ontent, coursework and courses offered at school requires proper alignment with education standards. Education standards focus on the sequence and scope of curriculum in schools which have been a difficult idea for several teachers and schools to accept. However, teachers and schools have realized the importance of implementing or designing content, coursework and course that reinforces education standards (DeBos, 2008). Implementation of system based on education standards also brought changes in instruction tools and strategies employed by teachers.
Currently, teachers and schools employ various instruction tools and strategies to help the students learn. Use of education standards help teachers and schools to plan for their instructions and they can improve the learning of the students (DeBos, 2008). In addition implementation of system based on education standards helped schools and teachers to know what exactly students require to know and what they can do when they are given instructions. This is very important since teachers can create and give assessments that reflect the learning of the students and the effectiveness of the teachers (DeBos, 2008). Conclusion
The Act of “no child left behind” and system based on education standards reform movements were established to remedy the inadequacies and shortcomings based on conditions of society of that time. However, the system has not been perfect and it still requires addressing several issues that face private and public schools. The technological, cultural and globalization challenges faced by united states calls for preparedness for united states children to face these challenges which will determine the future stand of the nation. It is therefore wise to provide the children with an excellent learning (DeBos, 2008).