FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W320321987> ?p ?o ?g. }

• W320321987 startingPage "396" @default.
• W320321987 abstract "THE WINTER skies over Port land, Oregon, have turned to gray, but as I write from the West Coast there is joy in one little seacoast town. Willy the Whale is coming to Oregon for some intensive and elaborate conditioning to prepare him to live in the wild. His new, temporary home is equipped with specialists, all kinds of monitoring equipment, and even a tank that can be drained so that those watching over him can take a close look at all his health indicators. Thousands of concerned onlookers from throughout the area and across the country will join Willy's caretakers in watching his transition from a strange environment to his natural one. Just as the scientists are sending Willy back where he came from, so a series of federal initiatives is turning the guarantee of equity for the nation's children back over to the states after its long residence at the federal level. While policy makers may lack the endearing and lovable characteristics of a smart and sensitive whale, there is as much skepticism about the likelihood of reconditioning state leaders to be responsible for educational equity as there is about teaching a captive whale to take care of himself at sea. And the hand-off of responsibility to the states is taking place without a lot of monitoring or strategic help. The critics of the devolution to the states of policies regarding equity are reminding everyone that the federal presence became necessary because the states could not--or would not--tend to the issue of fairness for all. Indeed, the concern about what would happen to the neediest of children once the great equalizer--control at the federal level--became less potent contributed to the debate over the opportunity-to-learn standards that were incorporated into the Goals 2000 legislation. The House of Representatives in particular wanted assurances that students would have the resources to meet higher standards. Even though the measure now stresses the voluntary nature of action on the part of the states, the concept of equality of opportunity remains part of the legislation. And it continues to be controversial and is a target of the new conservative members of Congress. Yet neither the previous Congress nor the current one may be reading the state barometers correctly. The states may be much more willing to tackle the issues surrounding equal opportunities to learn than either Congress envisioned. The text that leads me to believe that federal lawmakers may have misread the states is a brief policy statement--State Responsibility for Student Opportunity --issued by the Council of Chief State School Officers (CCSSO) at its annual meeting late last fall. It is a consensus document, and so it contains lots of rhetoric. But it also includes lots of ways for states to enact policies that provide equal opportunities. It is both a message to governors and state legislators that this phase of the standards movement can be successfully negotiated and a message to local districts and schools that accountability can and should be measured. Understandably, equitable school financing is a part of the CCSSO statement, but the major emphasis is on knowing what progress is being made to bring all students up to higher standards of learning. As we raise student standards higher than they have ever been, we have an obligation to ensure that schools have the capacity to enable students to achieve these higher standards, the state chiefs unequivocally maintain. Measuring that capacity requires new sets of indicators and much greater capability at every level--including the classroom--to gather information and assess it. The CCSSO statement makes a major departure from current policy and practice in that it emphasizes going far beyond test scores to measure the quality of performance by students and schools. Test scores are of little use, it says, if teachers and parents want to know why a student has not passed a test or why a school's scores in reading are lower or higher than they were last year. …" @default.
• W320321987 created "2016-06-24" @default.
• W320321987 creator A5036808576 @default.
• W320321987 date "1996-02-01" @default.
• W320321987 modified "2023-09-26" @default.
• W320321987 title "Hopeful Signs from the School Chiefs" @default.
• W320321987 hasPublicationYear "1996" @default.
• W320321987 type Work @default.
• W320321987 sameAs 320321987 @default.
• W320321987 citedByCount "0" @default.
• W320321987 crossrefType "journal-article" @default.
• W320321987 hasAuthorship W320321987A5036808576 @default.
• W320321987 hasConcept C111472728 @default.
• W320321987 hasConcept C138885662 @default.
• W320321987 hasConcept C144024400 @default.
• W320321987 hasConcept C149923435 @default.
• W320321987 hasConcept C17744445 @default.
• W320321987 hasConcept C18296254 @default.
• W320321987 hasConcept C199539241 @default.
• W320321987 hasConcept C199728807 @default.
• W320321987 hasConcept C2776269092 @default.
• W320321987 hasConceptScore W320321987C111472728 @default.
• W320321987 hasConceptScore W320321987C138885662 @default.
• W320321987 hasConceptScore W320321987C144024400 @default.
• W320321987 hasConceptScore W320321987C149923435 @default.
• W320321987 hasConceptScore W320321987C17744445 @default.
• W320321987 hasConceptScore W320321987C18296254 @default.
• W320321987 hasConceptScore W320321987C199539241 @default.
• W320321987 hasConceptScore W320321987C199728807 @default.
• W320321987 hasConceptScore W320321987C2776269092 @default.
• W320321987 hasIssue "6" @default.
• W320321987 hasLocation W3203219871 @default.
• W320321987 hasOpenAccess W320321987 @default.
• W320321987 hasPrimaryLocation W3203219871 @default.
• W320321987 hasRelatedWork W12354618 @default.
• W320321987 hasRelatedWork W165132262 @default.
• W320321987 hasRelatedWork W186006155 @default.
• W320321987 hasRelatedWork W1978491497 @default.
• W320321987 hasRelatedWork W1995708813 @default.
• W320321987 hasRelatedWork W2019230035 @default.
• W320321987 hasRelatedWork W2023070285 @default.
• W320321987 hasRelatedWork W2036537 @default.
• W320321987 hasRelatedWork W227505089 @default.
• W320321987 hasRelatedWork W248717700 @default.
• W320321987 hasRelatedWork W283844602 @default.
• W320321987 hasRelatedWork W314367336 @default.
• W320321987 hasRelatedWork W319584349 @default.
• W320321987 hasRelatedWork W341542486 @default.
• W320321987 hasRelatedWork W66222478 @default.
• W320321987 hasRelatedWork W70486626 @default.
• W320321987 hasRelatedWork W84048199 @default.
• W320321987 hasRelatedWork W2607322734 @default.
• W320321987 hasRelatedWork W2609084603 @default.
• W320321987 hasRelatedWork W3148429241 @default.
• W320321987 hasVolume "77" @default.
• W320321987 isParatext "false" @default.
• W320321987 isRetracted "false" @default.
• W320321987 magId "320321987" @default.
• W320321987 workType "article" @default.