Many studies and reports have concluded that unless educational performace in the United States improves dramatically, American workers will not be able to use the technologies that will create most of the world's jobs and economic growth in the twenty-first century. The impetus for educational reform has been driven by other sources as well cognitive research on the processes of learning recognition of the disparities in educational opportunity for diverse student groups; concerns about the quality of the teaching force; and criticisms of the bureaucratic and departmentalized nature of the education system (Berman et al., 1993)
The Standards Model
The standards model is based on several important assumptions: that educators can define standards for what is most important for students to know and be able to do in today's society; that most students will be able to achieve the standards; that student performance may differ in demosntrating proficiency but will still reflect the defined standards; and that standards will allow for fair and consistent assessment of diverse student performance (Taylor, 1994)
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