Interestingly, this creation of "standards" began as a state effort, with each state creating its own standards for education, according to what was considered important for schools by citizens in each specific state. Challenges regarding consistency were therefore part and parcel of the standards issue to begin with. Later, a movement was established to create more common standards. The historical ideal behind content standards is that they draw on relevant

Fifth, the NCLB is devoid of any meaningful consequences for failing to achieve federal objectives other than the publication of such failures in conjunction with the rights of parents to request transfers of their children to better-performing academic institutions (Darling-Hammond 2004). Critics have suggested that the most likely result of enforcement of such limited consequences for noncompliance is the overcrowding of institutions who fulfill the federal requirements to their detriment

" (2003) Furthermore, it is related that the study of Valencia, Valenquela, Sloan and Foley (2001) suggest that "inferior schools are the cause of historically minority student failure, and in promoting accountability, proponents are treating the symptom of school failure rather than the cause." (Flores and Clark, 2003) it is additionally stated in the work of Flores and Clark (2003) that "current literature abounds with evidence that the Texas' state-mandated test

At which point, the students would begin studying composition of functions to verify each other. There will be a brief period of one day, to review the information that was covered during the quarter. (Cox, 2006) In the first week of August, is when a comprehensive review will take place, covering everything that was presented in the year and preparing students, for their achievement as well as quarterly examinations. At

Through Lesson Study, teachers see first-hand the reasons why standards-based instruction is effective." (NCREL, nd) the standards-based classroom has four embedded central strategies: 1) inquiry and problem-solving; 2) collaborative learning; 3) continual assessment embedded in instruction; and 4) higher-order questioning. (NCREL, nd) III. TEACHER'S VIEWS of STANDARDS-BASED INSTRUCTION OUTCOMES NCREL relates the statement of Barbara Morgan, a teacher who states that the standards make the provision of a strong focus for learning stating: "I

Certain states have very high risks for students and there even three quarters or more of the teachers report about this high pressure, whereas in states where the stakes are low, the report of pressure is for half the students or less. The pressure on the teachers is also reflected in the position taken by elementary and middle school teachers who were more positive about the changes than high