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Standards Gaps: Unintended Consequences of Local Standards-Based Reform by Judith Haymore Sandholtz, Rodney T. Ogawa & Samantha Paredes Scribner — 2004In response to the establishment of standards by states and professional organizations, many local school districts have adopted a standards-based curriculum. The expressed purpose of standards is to improve student academic performance by providing teachers with a common sequence of targets at which to aim instruction. In this study, we examine unintended consequences of a school district's standards-based reform effort. Though the district intended to enhance student achievement and equalize educational opportunities for students, it instead caused the evolution of what can be called standards gaps, which resulted in differentiated curriculum and instruction along lines of students' academic ability.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Judith Sandholtz
University of California, Riverside
E-mail Author
JUDITH HAYMORE SANDHOLTZ is an associate professor in the
Graduate School of Education at the University of California, Riverside
where she formerly directed the Comprehensive Teacher Education
Institute. Her research focuses on teacher professional development,
teacher education, school/university partnerships, and technology in
education. Recent publications include ‘‘Inservice Training or Professional
Development: Contrasting Opportunities in a School/University Partnership’’ in Teaching and Teacher Education and ‘‘The Substantive and Symbolic
Consequences of a District’s Standards-Based Curriculum’’ in the American
Educational Research Journal.
- Rodney Ogawa
University of California, Santa Cruz
E-mail Author
RODNEY T. OGAWA is Professor and Chair of the Education Department,
University of California, Santa Cruz. His research focuses on school
organization, leadership, and educational reform. His recent publications
include ‘‘The Substantive and Symbolic Consequences of a District’s
Standards-Based Curriculum’’ in the American Educational Research Journal
and ‘‘Embracing Uncertainty: Organizing and Leading to Enhance the
Knowledgeability and Capability of Teachers’’ in Rethinking Educational
Leadership.
- Samantha Scribner
University of California, Riverside
E-mail Author
SAMANTHA PAREDES SCRIBNER is a Ph.D. candidate in the Graduate
School of Education, University of California, Riverside. Her areas of
specialization are school culture, school organization, and leadership. Her
recent publications include ‘‘Leadership: Spanning the Technical and
Institutional Dimensions of Organizations’’ in the Journal of Educational
Administration.
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