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September 2001 | Volume 59 | Number 1
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Marge Scherer
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Matthew Gandal and Jennifer Vranek
Advice from the directors of Project Achieve about how to make standards-based reform a success for the long term.
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Calling standards our best hope for improving achievement, Marzano advocates reducing the number of standards and initiating standards-based assessment.
Thomas R. Guskey
Criterion-based assessments alleviate the necessity of relying solely on high-stakes tests to measure student achievement.
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Paul S. George
The Florida A+ Program has motivated principals to focus on strategies that improve test scores, but reaction is mixed about the impact on achievement.
James Bushman, Greg Goodman, Sharon Brown-Welty and Shelly Dorn
In California, principals gear up to help low-achieving students through individualizing instruction, identifying new programs, and expanding schedules.
Susan M. Drake
How can teachers use standards to integrate the curriculum?
Paula Kluth and Diana Straut
We can realize the promise of standards only if we make them developmental and flexible, not one-size-fits-all.
Deborah E. Burns and Jeanne H. Purcell
Five helpful ways for teachers to make sense of standards.
Karen Hawley Miles
Why and how we must realign spending and staffing to match our commitments and goals.
John H. Bishop, Ferran Mañe and Michael Bishop
In states that mandate curriculum-based external exit examinations, students realize significant benefits.
Genét Simone
The author sketches a portrait of an effective teacher, who manages to meet the demands of standards while fostering a community for learners.
Elizabeth A. Hebert
Listening to the conversations of elementary students yields insight into their thoughts about learning.
Dewitt Jones
John H. Holloway
Steven C. Schlozman
Robert E. Slavin
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Lisa Bintrim and Kevin Davis
Amy Eckman
Vicki Hancock
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