Archived: The Educational System in the United States: Case Study Findings

part of most schools to adjust the curriculum to meet NCTM standards.
Teachers’ reactions to state standards were more variable. There seemed to be a
higher degree of acceptance of state standards at the secondary sites than in the
schools at the primary site. At the primary site very divergent attitudes were ex-
pressed regarding the state standards. Although many elementary and middle
school teachers were using textbooks that incorporated curriculum areas tied to
state standards, most teachers and principals spoke critically of the state assess-
ment test.
We found that initiatives to raise standards that were developed at the school or
school district level varied greatly in scope. However, parents and teachers gen-
erally said they were supportive of these initiatives, because they had been devel-
oped in response to a real need. Many teachers also spoke of the relationship of
local initiatives to district or state goals or guidelines.
Internal Influences
We found that achievement standards could vary by school and by course level,
but the grading practices of the teachers were generally in accordance with poli-
cies of the school administration. In some schools, teachers were given a great
deal of autonomy in presenting the curriculum and in developing in-class tests.
However, many teachers participated in teams or departments which worked to-
gether to develop standards for student achievement for each course.
Students’ grades for courses were typically determined by the results of both quiz-
zes and exams. However, we found that many teachers had incorporated perform-

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ance-based tests into their grading. In some cases, the inclusion of performance-
based tests was a matter of school or even state policy.
Within middle schools and high schools, certain academic subjects, such as math,
science, and language arts, were often offered at two or more levels of difficulty.
At middle schools, students were placed into higher-level courses based on stand-
ardized test scores, previous course grades, and teachers’ recommendations. In
most cases, high school students could chose courses at a particular level, accord-
ing to their own interests, previous course enrollments, and academic goals. Stand-
ards for achievement were highest in the advanced-placement courses, followed
by honors courses, and then regular courses.
At the schools we visited, students at middle- and high-achieving high schools
often had a greater selection of academic courses to choose from than students
at low-achieving schools, including a wider variety of honors and advanced-place-
ment courses. In addition, students at middle- and high-achieving schools had
more support for their education from their parents. This combination of greater
academic opportunity and support contributed to higher achievement scores and
increased opportunities for college enrollment.
Thus, while there have been significant developments in curricula and assessment
standards at the state level that have affected school districts and schools in the
United States, academic standards that influence the operation of schools and the
achievement of students also originate from within individual schools.

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Chapter 3