Statewide Academic Standards
-- Doing it Right

Read the glossary of terms, or other documents about establishing academic standards.

Position of the Association of California School Administrators
Adopted by the ACSA Board June 24, 1996

The California Assessment of Academic Achievement Act of 1995 (AB 265) mandates the development and adoption of statewide academically rigorous content and performance standards in the core curriculum areas of reading, writing, mathematics, history social science and science for grades K-12. In addition, a statewide pupil assessment program will be designed and implemented to assess the achievement of California students.

"Content standards," refer to the specific academic knowledge, skills, and abilities that all public schools in this state are expected to teach and all students are expected to learn; "Performance standards" are standards that define various levels of competence at each grade level in each of the curriculum areas for which content standards are established. The Association of California School Administrators (ACSA) agrees with lawmakers that establishment of rigorous content and performance standards will give our public education system a clear set of expectations for student achievement. Having a clearly defined target for academic programs will enable schools, districts, and other educational organizations to focus on the most critical aspects of the academic program, and determine the degree of success with which each expectation is being met.

In addition, ACSA believes that the establishment of standards is only the first step to the desired results. The system itself must be changed to a standards driven one which measures success by gains in the achievement of standards by students and not by adherence to rules and regulations. These and other related issues are the focus of this position paper.

What must effective statewide academic standards look like?

What must be done to avoid the "reinvent the wheel" syndrome?

In addition to adopting standards, what must happen to guarantee a standards based system?

What questions must still be answered?

Why has ACSA established a position on statewide academic standards?

Executive Summary, Standards Task Force Report

The California Assessment of Academic Achievement Act of 1995 (AB 265) mandates the development and adoption of statewide academically rigorous content and performance standards in the core curriculum areas of reading, writing, mathematics, history, social science, and science for grades K-12. These standards are to guide assessment, curriculum development, and instructional materials adoption.

This paper consists of four sections, each addressing a major question related to statewide academic standards. They are:

1. What must effective statewide academic standards look like?

Standards must be universal expressions of a common core of learning which represent appropriate educational goals for every student in California.

Standards should be rigorous and internationally competitive, incorporating both content and performance expectations.

Standards must comprise general, overall expectations which leave room for local discretion in development of specific, year by year curriculum and benchmarks.

Standards should be expressed in terms of multi-grade level spans at the state level, such as K-2, 3-5, 6-8, 9-12 or elementary, middle, high school rather than specific objectives for each year in each subject. The state must allow local variations in the sequence and timing of instructional content, to accommodate availability of resources and the developmental needs of students.

Standards must be clear, readily understandable, and realistic in terms of instructional time and resources.

State level standards should be expressed in terms of periodic benchmarks (e.g. K-3, 4-6, 8-12), while locally developed and adopted standards establish year by year expectations.

  2. What must be done to avoid the "reinvent the wheel" syndrome?

• Give careful consideration to the large body of work which already exists.
   
• Inform and include the public in both development and adoption of standards.
   
• Utilize ACSA and the other educational organizations to assist with this effort.

3. In addition to adopting standards, what must happen to guarantee a standards based system?

A standards based system consists of interlinked elements which combine to promote effective use of standards for the improvement of teaching and learning. The most important of these elements are an integrated system of assessment and accountability; necessary investment in retooling through professional development, curriculum revision, instructional materials, etc.; local flexibility in implementation; and means for remediation for students not meeting the standards.

4. What questions must still be answered?

We believe that three important issues must be resolved if state level standards are to effectively drive educational transformation in California. These are accountability, public investment in the infrastructure of change, and public involvement in and acceptance of standards establishment. Students, teachers, and educational institutions deserve and require both the challenge of a worthwhile target and the support for redesign, retraining, and renewal of our commitment to the success of all students. Resolution of these issues will be key in the success or failure of standards as a transformational force in California education.

ACSA stands ready to work collaboratively to assure the development and successful implementation of standards and creation of a standards driven system of public education. ACSA President, Tim Cuneo believes "The development of quality academic standards is an unparalleled opportunity to raise the level of academic achievement of the children of California. 'Doing it right' is the most critical educational issue of the remaining years of the 20th century."

Why has ACSA established a position on statewide academic standards?

"The mission of ACSA, as the educational leaders of California, is to ensure that every student in the state will be able to compete successfully in the international society; ACSA will accomplish this by exercising leadership to transform education, uniting and empowering the education community and setting the agenda for education in the 21st century." The creation of academic standards for California schools has the potential to positively affect the success of California students and the achievement of our mission.

Well designed standards which serve as the basis for a sound system of assessment and accountability can establish a high academic level throughout our public schools. Standards will guide program development and review as well as the assessment of individual student progress and district effectiveness Standards will be the engine of alignment when developing curriculum frameworks, textbook and materials adoptions, and system-level assessment tools.

ACSA believes the potential benefits of having statewide academic standards include:

• All districts will be guided by universal high standards
• All teachers will have clear targets
• All levels of school will have articulation across levels
• All interested constituencies will have a clear explanation of what schools are teaching
• All students will be expected to achieve at a high level

However, standards which are poorly conceived, overly prescriptive, outdated, or inflexible could damage the quality of education in California. If standards are developed or implemented in such a way that they stifle instructional innovation, restrict availability of materials, or institutionalize a particular world view or instructional style, they will encourage mediocrity in our schools.

ACSA has determined to develop a position paper on standards because:

• Standards will have a major impact on California students and their education
• ACSA has a responsibility for leadership in educational issues
• ACSA members have knowledge and expertise in this area
• ACSA members will be responsible for successful implementation of standards
• The paper will serve as a basis for future advocacy and informational activities by ACSA leadership and staff
• ACSA and other stakeholders have a need to define terms, identify common understandings, and discern issues appropriate for mutual support
• ACSA members wish to spur and stimulate future discussions about standards and accountability
• Establishing a position helps to focus the discussion on critical issues

It is our hope that by addressing these issues and articulating these concerns, we can provide a constructive voice which informs the process of development of California's first statewide academic standards. Regardless of the quality of these standards, they will drive the instructional program in California. It is incumbent on the organization to support the process to assure the standards and a supportive standards driven system will prepare California students to succeed in the information based, global economy of the 21st century.