Abstract
This article discusses the complexities surrounding the relationship between state content standards and student achievement. Drawing on interviews and document analysis, this paper describes one case of how the embedded contexts of state, district, and an individual teacher’s experiences interacted around state content standards in literacy. Student test scores improved, but what led to that improvement is not easily determined. This case reveals that what appears to be an ideal outcome of adopting standards in curriculum planning is really much more complicated, involving district initiatives, curriculum adoption, shifting district demographics, and the individual expertise of teachers.
Recommended Citation
Dutro, Elizabeth
(2002)
"Do State Content Standards Make a Difference? An Illustration of the Difficulties of Addressing that Pressing Question,"
Mid-Western Educational Researcher: Vol. 15:
Iss.
4, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol15/iss4/2
