Today many American educational reformers and policymakers are beginning to embrace a new reform strategy for improving our schools, a strategy that emphasizes results rather than inputs or the redistribution of power. Key components of this strategy include the creation of "world-class" standards, curriculum frameworks, and "voluntary" national tests. Reforms similar to these are already in place in England. The 1988 British Education Reform Act provided for the creation of a national curriculum and national assessment system. This article describes the British experience with these reforms and identifies potential lessons for American reformers.
Get full access to this article
View all access options for this article.
References
1.
Barton, P.
, & Coley, R. (1994). Testing in America's schools. Princeton, NJ: Educational Testing Service.
2.
Black, P.
(1994). Performance assessment and accountability: The experience in England and Wales. Educational Evaluation and Policy Analysis, 16(2), 191-203.
3.
Campbell, R.
, & Neill, S. (1992). Teacher time and curriculum manageability at key stage 1. London: Assistant Masters and Mistresses Association.
4.
Carnegie Forum on Education and the Economy.
(1986). A nation prepared: Teachers for the twenty-first century. New York: Carnegie Corporation.
5.
Council of Chief State School Officers.
(1994). State baselines for Goals 2000 implementation. Washington, DC: Author.
6.
Cox, T.
, Evans, J., & Sanders, S. (1992). How primary teachers view the national curriculum 1 year on. Educational Review, 44(1), 19-29.
7.
Darling-Hammond, L.
, & Wise, A. (1985). Beyond standardization: State standards and school improvement. The Elementary School Journal, 85, 315-336.
8.
Dearing, R.
(1993). The national curriculum and its assessments: Final report. York, England: National Curriculum Council.
9.
Elam, S.
, Rose, L., & Gallup, A (1992). The 24th annual gallup/Phi Delta Kappa poll of the public's attitude toward public schools. Phi Delta Kappan,74(1), 41-53.
10.
Elam, S.
, Rose, L., & Gallup, A. (1993). The 25th annual gallup/Phi Delta Kappa poll of the public's attitude toward public schools. Phi Delta Kappan,75(2), 137-152.
11.
Futrell, M.
(1989). Mission not accomplished: Education reform in retrospect. Phi Delta Kappan, 71(1), 8-14.
12.
Madaus, G.
(1994). A technological and historical consideration of equity issues associated with proposals to change the nation's testing policy. Harvard Educational Review, 64(1), 76-95.
13.
Madaus, G.
, & Kellaghan, T. (1991). Student examination systems in the European community: Lessons for the United States. Washington, DC: Office of Technology Assessment.
14.
Metropolitan Life.
(1993). The Metropolitan Life survey of the American teacher 1992. New York: Author.
15.
National Commission on Excellence in Education.
(1983). A nation at risk: The imperative for education reform. Washington, DC: U.S. Government Printing Office.
16.
National Council on Education Standards and Testing.
(1992). Raising standards for American education. Washington, DC: U.S. Government Printing Office.
17.
Office of Technology Assessment.
(1992). Testing in American schools. Asking the right questions. Washington, DC: Congress of the United States.
18.
Popham, W. J.
(1993). Circumventing the high costs of authentic assessment. Phi Delta Kappan,74(6), 470-473.
19.
Pyke, N.
(1993, May 7). Sharp rise in exclusions confirmed. Time Educational Supplement, p. 2.
20.
Shepard, L.
(1991, April). Effects of high-stakes testing in instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
21.
Silcock, P.
(1990). Implementing the national curriculum: Some teachers' dilemmas. Education, 3-13, 3-10.
22.
Smith, M.
, & Rottenberg, C (1991). Unintended consequences of external testing in elementary schools. Educational Measurement: Issues and Practice, 10(3), 7-11.
