Open AccessState Standards & Opportunity to Learn in New Jersey
Author(s) -
William A. Firestone,
Gregory Camili,
Michelle Yurecko,
Lora Monfils,
David Mayrowetz
Publication year - 2000
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.v8n35.2000
Subject(s) - disadvantaged , state (computer science) , mathematics education , academic standards , test (biology) , professional development , baseline (sea) , psychology , sociology , pedagogy , political science , economic growth , higher education , economics , mathematics , algorithm , law , biology , paleontology
A survey of 245 New Jersey teachers provides a baseline for examining how the introduction of state standards and assessments affects the teaching of math and science in the 4th grade. These policies are promoting teaching of additional topics in both areas. The changes in the delivery of professional development have not yet been sufficient to lead to substantial changes in instructional practice. While inequities in access to material that characterized the state in the early 1990s have diminished, we find a pattern of inquiry-oriented science teaching more prevalent in wealthy districts and teaching to the test more prevalent in poorer ones. We also note some areas where middle-income districts appear disadvantaged.