The accountability provisions of standards-based reform in the United States are for the most part enforced by testing.

UNESCO: II Part Analytic Section

The emergence of standards-based reform reflects a number of significant educational trends.

UNESCO: II Part Analytic Section

Finally, as already noted, standards-based reform represents an affirmation of the notion that, in and of itself, enhanced access is of little value.

UNESCO: II Part Analytic Section

"Standards-based reform" uses a strategy of coordinating goals, instruction, and assessment.

UNESCO: II Part Analytic Section

Critics of standards-based reform argue that, in seeking to raise student achievement in core academic subjects as measured by the new assessments, teachers and school administrators have narrowed the curriculum at the expense of artistic, affective, and other "non-core" subjects.

UNESCO: II Part Analytic Section

Likewise, the standards-based reform movement of the 1990s has highlighted and given new urgency to the problems of students who are not being well served by the current education system and are thus at risk of failing to meet new, higher standards in the future.

UNESCO: II Part Analytic Section

The Charlottesville Summit gave visibility and credibility to the benefits of setting ambitious goals, and it helped set the stage for the "standards-based" reform movement that was to become the defining educational movement of the 1990s in the United States.

UNESCO: II Part Analytic Section

The standards-based approach to school reform begins by looking at the goals that policy makers seek to accomplish and then works backward to design ways of reaching these goals.

UNESCO: II Part Analytic Section