This paper discusses various political actions taken to reform curriculum in the United States and England.
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Paper Summary:
The paper explains that systemic reform in education is a concept that has emerged in education policy over the last ten years throughout many nations; regardless of the geographical setting, it embodies three integral components: 1) the promotion of ambitious student outcomes for all students, 2) the alignment of policy approaches and the actions of various policy institutions to promote such outcomes ,and 3) the restructuring of the governance system to support improved achievement. The author reviews five pieces of legislation designed to encourage comprehensive educational reform throughout the U.S. by appropriating federal funds to entice the states to join voluntarily in the reform movement and by supporting opportunities for all to learn and achieve, formative summative assessment, professional development of teachers and administrators, school-based management and accountability, systemic programs of school-to-work transition, safer schools, and educational research to support these provisions. The paper states that educational reforms in the United Kingdom are sufficiently different from the U.S. discussed above; of all the educational inequalities regarding policy-making, gender has shown the most dramatic shift in the United Kingdom.
From the Paper:
"In order to ensure improvement throughout the educational system in the United States, the National Goals Panel was established in 1990 and recognized the need for the development of "new, clear and ambitious standards for the educational achievement of all students." A few months later Congress established the National Council on Education Standards and Testing, a committee that recommended the creation of a voluntary national standard and a voluntary national standard of student assessments. This Panel adopted a charter for a National Education Standards and Assessment Council (NESAC). The mission of the NESAC was to "ensure that the many standard-setting activities currently underway move forward expeditiously and reflect a broad national consensus about what American students should know and be able to do if they are to achieve at world-class levels.""
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