Manforte, Tracy

English

UNH Scholars' Repository

University of New HampshireUniversity of New Hampshire Scholars' RepositoryMedia Relations Administrative Offices4-27-2000New Report by UNH Professor Tracks Impact ofEducation StandardsTracy ManforteUNH Media RelationsFollow this and additional works at: https://scholars.unh.edu/newsThis News Article is brought to you for free and open access by the Administrative Offices at University of New Hampshire Scholars' Repository. It hasbeen accepted for inclusion in Media Relations by an authorized administrator of University of New Hampshire Scholars' Repository. For moreinformation, please contact nicole.hentz@unh.edu.Recommended CitationManforte, Tracy, "New Report by UNH Professor Tracks Impact of Education Standards" (2000). UNH Today. 2962.https://scholars.unh.edu/news/296212/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 1 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.htmlState ofMaineLearningResults New Report by UNH ProfessorTracks Impact of EducationStandardsBy Tracy ManforteUNH News BureauDURHAM, N.H. -- Standardized tests, student abilityand teacher accountability rank high on educationalagendas across the country. Lawmakers, administrators,even the general public are asking: Do today's studentsmeasure up? If not, who's to blame? Furthermore, whatis a state's role in mandating standards?University of New Hampshire English Professor JohnLofty has interviewed teachers in the United States andabroad to determine how the standards movement isaffecting classroom instruction.Among his findings, published in a recent issue of theEnglish Journal, Lofty says teachers must be includedas professional partners in developing standards. Thisteam approach gives teachers a stake in the curriculumthat will eventually guide their teaching. "Teachercommitment to implementing standards and thepotential of standards to transform practice are undercutwhen government agencies do not substantially involveteachers," he says.For his study, Lofty interviewed K-12 school teachersin Maine and his native Britain and found both groupsbelieve they are meeting standards set by theirrespective governments. The challenge, he says, is"documenting and demonstrating where, how and towhat degree teachers have fulfilled the standards."Furthermore, Lofty says, while educational standardsmay ensure balance and rigor, teachers he spoke withsay they tend to stifle curriculum creativity. It's thedifference between "standards" and "standardization,"says colleague Tom Newkirk, UNH professor ofEnglish and director of the Freshman English Program."You can have educational standards and goals, and at12/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 2 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.html the same time, teachers meeting them differently," saysNewkirk, who also trains future teachers and workswith teachers on curriculum development in 16 NewHampshire school districts. His fear is that governmentsare looking for a quick, centralized fix to a complexproblem."Recently I asked to visit the class of a teacher knownfor her excellent writing program," he explains. "Shetold me that, yes, I could visit, but because of the stateassessment she had abandoned her writing program andwas instead having students do a series of test-likeprompts. Hers is a common story across NewHampshire as pressure to boost test scores increases."While New Hampshire has yet to move towards highstakes testing like Maine, Massachusetts, or Britain,New Hampshire state legislators are proposing anaccountability bill that would give the state new powerto intervene in local schools when students don't reachexpectations.Improving performance is a valid concern, says Lofty,but a volatile one, considering his research findings.According to his study, a veteran Maine teacherattending a workshop to involve teachers in curriculumdevelopment said she felt patronized by the process."Why did they bring us here? Just to say teachers hadinput? I was so discouraged. I think it's a shame topretend that you are asking people to have local input."A push for curriculum reform led to the LearningResults, approved by the Maine state legislature in 1997to outline what students should know and be able to doat various checkpoints in their education. LearningResults are not as rigid as the U.K.'s 10-year-oldNational Curriculum, which over the years has evolvedinto a prescription of what will be taught and how itwill be taught. Students are tested at various stages, andschools can be shut down if students repeatedly performpoorly.Lofty got mixed reaction to the program whileconducting interviews overseas.One teacher remarked: "The (National) Curriculummakes you more rigorous. Before, the learning12/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 3 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.htmlobjectives were sort of implicit . . . Now I know whatchildren will have covered in every class before theycome to me, how the teachers will have spoken to them.I know where my class fits into the whole link."One curriculum consultant views the standards, as justthat -- standard. "There is a danger of regression to themean. Many effective teachers . . . are rapidly becomingfunctionaries of the system."Lofty adds that increased surveillance of teachers' workhas led to stress and lowered morale.One way teachers can make a difference is by makingthemselves visible. Rather than waiting to be asked toparticipate in standards and curriculum development, hesays, teachers must position themselves in theconversation early on."Teachers have to learn how to talk convincingly withthose people who make decisions -- school board,voters, principals. It could be such a rich conversation,but I'm afraid we're reaching that point of us versusthem."For more information, contact Professor Lofty at603-862-2799 or Professor Newkirk at 603-862-3981.April 27, 2000Back to unh.edu.

New Report by UNH Professor Tracks Impact of Education Standards

University of New HampshireUniversity of New Hampshire Scholars' RepositoryMedia Relations Administrative Offices4-27-2000New Report by UNH Professor Tracks Impact ofEducation StandardsTracy ManforteUNH Media RelationsFollow this and additional works at: https://scholars.unh.edu/newsThis News Article is brought to you for free and open access by the Administrative Offices at University of New Hampshire Scholars' Repository. It hasbeen accepted for inclusion in Media Relations by an authorized administrator of University of New Hampshire Scholars' Repository. For moreinformation, please contact nicole.hentz@unh.edu.Recommended CitationManforte, Tracy, "New Report by UNH Professor Tracks Impact of Education Standards" (2000). UNH Today. 2755.https://scholars.unh.edu/news/275512/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 1 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.htmlState ofMaineLearningResults New Report by UNH ProfessorTracks Impact of EducationStandardsBy Tracy ManforteUNH News BureauDURHAM, N.H. -- Standardized tests, student abilityand teacher accountability rank high on educationalagendas across the country. Lawmakers, administrators,even the general public are asking: Do today's studentsmeasure up? If not, who's to blame? Furthermore, whatis a state's role in mandating standards?University of New Hampshire English Professor JohnLofty has interviewed teachers in the United States andabroad to determine how the standards movement isaffecting classroom instruction.Among his findings, published in a recent issue of theEnglish Journal, Lofty says teachers must be includedas professional partners in developing standards. Thisteam approach gives teachers a stake in the curriculumthat will eventually guide their teaching. "Teachercommitment to implementing standards and thepotential of standards to transform practice are undercutwhen government agencies do not substantially involveteachers," he says.For his study, Lofty interviewed K-12 school teachersin Maine and his native Britain and found both groupsbelieve they are meeting standards set by theirrespective governments. The challenge, he says, is"documenting and demonstrating where, how and towhat degree teachers have fulfilled the standards."Furthermore, Lofty says, while educational standardsmay ensure balance and rigor, teachers he spoke withsay they tend to stifle curriculum creativity. It's thedifference between "standards" and "standardization,"says colleague Tom Newkirk, UNH professor ofEnglish and director of the Freshman English Program."You can have educational standards and goals, and at12/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 2 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.html the same time, teachers meeting them differently," saysNewkirk, who also trains future teachers and workswith teachers on curriculum development in 16 NewHampshire school districts. His fear is that governmentsare looking for a quick, centralized fix to a complexproblem."Recently I asked to visit the class of a teacher knownfor her excellent writing program," he explains. "Shetold me that, yes, I could visit, but because of the stateassessment she had abandoned her writing program andwas instead having students do a series of test-likeprompts. Hers is a common story across NewHampshire as pressure to boost test scores increases."While New Hampshire has yet to move towards highstakes testing like Maine, Massachusetts, or Britain,New Hampshire state legislators are proposing anaccountability bill that would give the state new powerto intervene in local schools when students don't reachexpectations.Improving performance is a valid concern, says Lofty,but a volatile one, considering his research findings.According to his study, a veteran Maine teacherattending a workshop to involve teachers in curriculumdevelopment said she felt patronized by the process."Why did they bring us here? Just to say teachers hadinput? I was so discouraged. I think it's a shame topretend that you are asking people to have local input."A push for curriculum reform led to the LearningResults, approved by the Maine state legislature in 1997to outline what students should know and be able to doat various checkpoints in their education. LearningResults are not as rigid as the U.K.'s 10-year-oldNational Curriculum, which over the years has evolvedinto a prescription of what will be taught and how itwill be taught. Students are tested at various stages, andschools can be shut down if students repeatedly performpoorly.Lofty got mixed reaction to the program whileconducting interviews overseas.One teacher remarked: "The (National) Curriculummakes you more rigorous. Before, the learning12/4/17, 11(45 AMNew Report by UNH Professor Tracks Impact of Education StandardsPage 3 of 3http://www.unh.edu/delete/news/news_releases/2000/april/tm_20000427tests.htmlobjectives were sort of implicit . . . Now I know whatchildren will have covered in every class before theycome to me, how the teachers will have spoken to them.I know where my class fits into the whole link."One curriculum consultant views the standards, as justthat -- standard. "There is a danger of regression to themean. Many effective teachers . . . are rapidly becomingfunctionaries of the system."Lofty adds that increased surveillance of teachers' workhas led to stress and lowered morale.One way teachers can make a difference is by makingthemselves visible. Rather than waiting to be asked toparticipate in standards and curriculum development, hesays, teachers must position themselves in theconversation early on."Teachers have to learn how to talk convincingly withthose people who make decisions -- school board,voters, principals. It could be such a rich conversation,but I'm afraid we're reaching that point of us versusthem."For more information, contact Professor Lofty at603-862-2799 or Professor Newkirk at 603-862-3981.April 27, 2000Back to unh.edu.

https://scholars.unh.edu/cgi/viewcontent.cgi?article=3961&context=news

New Report by UNH Professor Tracks Impact of Education Standards

Abstract

Similar works

Full text

Available Versions

UNH Scholars' Repository

UNH Scholars' Repository