Standards in Education

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State Standards in Education: A Workshop Series focused on a thoughtful examination of common and state-specific education standards. The workshops addressed what the advantages and disadvantages are of having 50 state education standards and what possible options there might be for establishing common education standards and the potential tradeoffs associated with each. The workshops were held January 17-18, 2007 and March 17-18, 2007 in Washington, DC. Reports for the workshop will be published in summer 2008. Click here for more information on the project.

Featured Reports

	What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary (2003) This publication represents the second of a three-phase effort to answer the question of whether or not the National Science Education Standards (NSES) have had an impact on the science education enterprise, and if so, what that impact has been. The charge of the Steering Committee on Taking Stock of the National Science Education Standards: The Research was to conduct a workshop that would answer the following question: Based on the research, what do we know about the influence of the NSES on various facets of the educational system, on opportunities for all students to learn, and on student learning? This workshop summary provides readers a richly textured discussion of areas that have been influenced by the NSES, insights about vital areas seemingly untouched by the NSES, and provocative questions for further research. Order Now | Read the Report Online | Executive Summary PDF

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NRC Units with Projects/Reports in the Topic Center for Education Board on Science Education Board on Testing and Assessment

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More NRC Publications

	Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (2001) provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=10023
	Classroom Assessment and the National Science Education Standards (2001) focuses on a key kind of assessment— the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. The volume discusses how classroom assessment differs from conventional testing and grading—and how it fits into the larger, comprehensive assessment system. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=9847
	Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000) is a practical guide to teaching inquiry and teaching through inquiry, as recommended in the National Science Education Standards by explaining and illustrating how inquiry helps students to learn science content; mastering how to do science; understanding the nature of science; exploring the dimensions of teaching; and learning science as inquiry for K–12 students across a range of science topics. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9596
	Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (1999) offers guidelines that educators at state and district levels can use to develop multiyear, interconnected, and cumulative mathematics and science programs. When it comes to selecting mathematics and science instructional materials, school districts often have a smorgasbord of options. But educators seldom receive guidance on the most effective ways to assemble the materials to create coherent curricula. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9658
	Selecting Instructional Materials: A Guide for K–12 Science (1999) provides educators and administrators with a tested procedure to evaluate and select K–12 science instructional materials that support high academic standards. The goal is to help school districts identify textbooks, lab manuals, science kits, and other instructional supplies that promote an in-depth understanding of scientific concepts among all students. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9607
	Every Child a Scientist: Achieving Scientific Literacy for All (1998) provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6005
	Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium (1997) summarizes some of the key themes, issues, and concerns presented at a symposium where representatives of state departments of education and major teacher education colleges met to discuss how to improve the preparation and credentialing of science teachers in ways that would reflect the principles set forth by the Standards. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5592
	Science Teacher Preparation in an Era of Standards-Based Reform (1997) offers a vision of what science teacher preparation will look like in a standards-based program, and then recommends ways in which the National Science Foundation can mobilize the postsecondary education community to achieve these goals. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9078
	Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy (1997), a joint project with the National Council of Teachers of Mathematics, examines strategies for implementing national education standards in mathematics and science, and recommends state-level policy approaches for improving curriculum, textbooks, teaching, assessment, and the state infrastructure to support standards-based education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5844
	National Science Education Standards (1996) offers a coherent vision of what it means to be scientifically literate and describes what all students must understand and be able to do as a result of their cumulative learning experiences. The document integrates content, teaching, assessment, program, and system standards that are key to improving science education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=4962
	See the list of Testing, Assessment, and Standards reports from the National Academies Press.

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