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• W110573600 abstract "AT THE K-12 level, the adoption of proficiency-based instruction and assessment -- known variously as the standards movement or outcome-based reform -- seems to be spreading rapidly. Much of this activity is school-or district-initiated. When state-level reforms are added to the picture, even higher education may be pushed to reform itself. A decade ago, observers frequently speculated that the window of opportunity for reform would stay open only a year or two. Today these words are rarely heard, but the silence doesn't mean that support for reform is universal. Indeed, criticism can come from within the ranks of education as well as from the general public. The fact that not all educators see the need for change or support reform is causing some to realize that the homework needed to sway the profession in favor of reform has not been done. Teacher unions often worry about job security, tenure, and salaries. Should they not also provide leadership for the rank and file in sorting out new reform ideas? When business coalitions and policy groups provide more visible leadership than teacher unions, talk of dismantling the current education system rather than improving it proliferates. Nowhere is the need for improvement more evident than in the nation's inner-city schools. In his of the state address in 1993, Illinois Gov. James Edgar proposed the creation of a for the city of Chicago. Modeled after the Illinois experience with enterprise zones, the new effort proposed to reduce rules and regulations and to create a relationship between the Chicago board of education and the site-based school councils to improve learning for inner-city students. Legislation enacted in 1993 (H.B. 2282) set up the Chicago School Learning Zone Advisory Committee and asked that it make recommendations to implement the governor's idea (see Stateline, February 1994). Some of the business and community leaders failed to attend the final meeting of the advisory committee, and a coalition of 19 teacher and labor union members succeeded in exempting union contracts and work rules from waivers. Some observers at the meeting felt that this action essentially stripped the learning zone concept of any real meaning. As this was written, the governor's office was exploring ways in which the learning zone concept could be salvaged. REFORM PROGRESS Like many other districts, Blue Valley School District No. 229 in Overland Park, Kansas, has been exploring a number of reform ideas, including outcome-based education (OBE). A task force appointed by the board of education and made up of teachers, administrators, parents, and school patrons asked officials to conduct a study of other districts to determine whether those districts could demonstrate the success of their programs through hard data. Items developed by the task force served as the basis for the script of an 18-question phone interview. From a list of 124 schools and districts known to be using OBE programs, 24 were selected at random for the phone survey, and the remainder received a mail-in survey. Approximately one-fourth of the total districts surveyed (by mail and by phone) responded. When these responses were combined with a similar study conducted by the Ohio Department of Education, a total of 39 schools and districts provided statistical evidence for the success of OBE programs. The 39 sites represented 21 states and one Canadian province. Paralleling such district-level OBE activities are numerous efforts to shift schools to a performance- or standards-based system of instruction. While the short description of this activity calls it a move from an input-based to an outcome-based system, the O word has become such a lightning rod that states are using a wide variety of descriptions for similar activities. Researcher Alex Medler of the Education Commission of the States has recently summarized some of this activity in a publication titled Examples and Summaries of State Initiatives to Develop Goals, Standards, and Outcomes. …" @default.
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• W110573600 title "Reform Is Coming to Higher Education" @default.
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