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The article focuses on the final set of guidelines on K-12 history education approved by Louisiana's state board of education on March 9, 2022, which is different from the original content proposed by its committee of educators in September 2021. The original content proposed by Louisiana education department included slavery, civil rights and African American luminaries. The changes to the draft include an emphasis on foundational documents and expansion of the focus on slavery.

The article discusses challenges facing the implementation of the U.S. Common Core State Standards and the importance of teacher development, adapted from the article "Many Teachers Not Ready for the Common Core," by Stephen Sawchuk, published in the April 25, 2012, issue of "Education Week."

The article discusses the rise in campaigning by education advocacy groups representing students' interests in U.S. school systems. The groups, including the organizations Stand for Children, Democrats for Education Reform (DFER), and StudentsFirst are lobbying for changes such as teacher evaluations based on evidence of student learning, increased access to charter schools, and higher academic standards for schools and students in the U.S.

The article discusses the effect of common education standards on teacher training, curricular materials and student assessments and foresees the need to involve multiple stakeholders in the project. Educator Jennifer Morrison is quoted saying once the standards are adopted, it will require leadership, assessment and professional development, and politics will be involved. Funding will be needed, either by the states or private sources. Some experts predict development of standard curricula.

The article discusses a May 2014 report released by the Brown Center on Education Policy at the Brookings Institution that states there is a bias in the way U.S. school principals evaluate teachers during classroom observations. Topics discussed include the teacher evaluation systems that are part of U.S. federal education standards, the use of the value-added approach of teacher evaluation, and the connection between student demographics and how teachers are rated.

The article reports on the appointment of an external panel on teacher education standards by the U.S. nonprofit organization Council for the Accreditation of Educator Preparation (CAEP). It notes the controversial appointment of prominent critics of teacher education to the panel. The panel's appointment is said to follow the formation of CAEP by the 2010 merger of the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE).

The article discusses the results of a report issued by the nonprofit group EdReports.org, which revealed that three of six major literature textbook series used in the ninth through twelfth grades aligned positively with academic goals and standards in place in 37 U.S. states. The article also notes criticism of the report and EdReports.org., and states that the three textbook series that did not meet academic standards were published by the firms Houghton Mifflin and Pearson.

The article reports that Arizona's school board has approved science and history education standards that restores language related to teaching evolution and climate change.

The author discusses aspects of the Common Core State Standards for classroom literacy instruction in the U.S. and new texts which aim to capture standards.Topics included are alignment between content standards in reading and curricular materials , textbook adoption and response from thepublishers.

The article presents information on a January 2012 gathering of a negotiation panel to discuss the creation of national rules to guide the assessment of U.S. teacher education programs, held in Washington, D.C. at the U.S. Department of Education. Topics include the requirements for educational standards related to teacher-training programs set by Title II of the Higher Education Act (HEA), the use of educational surveys and assessment report cards, and comments by panelist James G. Cibulka.

The article discusses a June 2011 report from the U.S. National Center on Education and the Economy suggesting that the United States reform its educational system. It is suggested that a system like those in foreign countries successful in international assessment could be achieved using tactics such as decreased standardized testing. Comparison of international education and the creation of the Organization for Economic Cooperation and Development by U.S. Secretary of Education Arne Duncan are discussed.

The article reports on the refusal of several U.S. education schools to take part in a national review of teacher preparation programs, conducted jointly by the National Council for Teacher Quality (NCTQ) and the "U.S. News & World Report" periodical. Critics of the review question the quality of its ratings criteria, while its proponents argue that the existing standards for teacher education used by many programs are vague and do not reflect the needs and values of school districts.

The article discusses an initiative to devise a system that measures the effectiveness of teachers of subjects including art, career education, and history in light of a debate about the use of value-added measures in U.S. education. Topics include the use of teacher evaluations to improve teaching strategies, audits of student-learning objectives, and the use of standards-based tests to evaluate the teaching of specific subjects at certain grade levels.

The article reports on the plans that the SMARTER Balanced Assessment Consortium, the Partnership for the Assessment of Readiness for College and Careers consortium and a smaller educational consortium made of 13 U.S. states, have to submit applications for $350 million of U.S. federal financing contained in grants in the U.S. Race to the Top educational initiative program. The aims and objectives of the Race to the Top program are examined.

The article discusses criteria proposed by the U.S. Education Department for grants under its Teacher Incentive Fund. The five factors for teacher pay plan proposals include communication of the system to teachers, administrators and community, support by teachers, principals and applicable unions of the plan, and an evaluation system for teachers and principals which includes multiple observations aligned with professional standards and which take student progress into account.

The article discusses the U.S. education initiative to develop "21st-century skills" led by the advocacy group 21st Century Skills (P21). The article describes how the initiative is designed to develop critical-thinking, analytical, and technology skills in response to globalization, the Internet, and advances in technology. President of P21 Ken Kay provides comments.

This article explores instituting performance-based teacher evaluations in Georgia and Idaho. Officials hope performance-based standards for evaluation will improve consistency state-wide. The teacher evaluations to be used are derived from a widely adopted model. This model incorporates four areas of evaluation: classroom environment, planning, preparation, and professional responsibilities. Also discussed is the rating system evaluators will use which is based on four levels of competency.

The article focuses on the accreditation of teacher education programs in the U.S. It explains that the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) met to discuss the standardization of programs. Information about the organizations and their processes of accreditation is also provided.

The article reports on educational standards set by the U.S. Council of Chief State School Officers (CCSSO) for comparing education in different U.S. states. CCSSO standards include the establishment of a "common core" across all states that will include a focus on practical applications of language arts, mathematics, and science. The article suggests that this development indicates the CCSSO is moving towards setting a national education standard.

The article examines whether the United States Congress will bail out the states that have just started reaching their proficiency targets under No Child Left Behind (NCLB). Under NCLB, U.S. states are required to ensure that all students can read and do math on grade level by 2014, but states are allowed to set interim benchmarks toward that goal.

The article discusses a report by the National Assessment of Educational Progress (NAEP), which found that education standards set by states in reading and math have not improved significantly since 2003. The report suggested that the U.S. No Child Left Behind Act (NCLB) should be changed so that states will not feel encouraged to set low standards. Some critics of NAEP feel that its expectations for academic achievement are not realistic when educational accountability is a factor.

The article discusses a report by the Center for American Progress (CAP) on the role of the U.S. federal government in education. The report found that disadvantaged schools are hindered by local control of schools because of school boards' inability to make decisions and because local control leads to a variety of academic standards.

The article reports that the National Assessment Governing Board will determine whether to attempt to continue the existing reading trend line which is use to track student performance on the test throughout time. The NAGB periodically revises its assessments to reflect advancements in the fields being assessed and in teachers' instructional practices. Significant changes were made on the new reading test such as a heavier emphasis on understanding nonfictional and informational texts that the previous tests.

The article reports on mixed reactions to the Education School Project study conducted by Arthur Levine, former president of Teachers College at Columbia University in New York. Richard Schwab of the University of Connecticut agreed particularly with the report's criticism of lack of standardization in how schools award doctoral education degrees. The American Educational Research Association suggested that Levine's own data set might not support his findings.

The article discusses a report written by former Teachers College at Columbia University president Arthur Levine about education schools and education researcher in the U.S. The report found that programs preparing education researchers have unclear goals which produce unproductive researchers. Levine recommends setting quality standards for schools that offer doctor of philosophy degrees (PHD).

The article considers the possibility of the American Diploma Project (ADP) coalition becoming the basis for building voluntary national education standards in the U.S. Launched at the 2005 National Education Summit on High Schools, the ADP aims to align high school standards, tests and graduation requirements. In less than two years, ADP has expanded from 13 to 29 partner states.

The article reports on the findings of a survey which measured state progress toward closing the high school expectations gap identified by the 2005 National Education Summit on High Schools. U.S. states implemented educational policies to raise the quality of secondary education. The survey revealed that states made progress on two fronts, namely, the alignment of high school standards to postsecondary expectations and the institution of graduation requirements for English and math.

The article discusses several technical issues regarding the U.S. Congress' passing of voluntary national educational standards bill, focusing on the National Assessment of Educational Progress (NAEP). Testing experts are not convinced of the technical appropriateness of NAEP frameworks as basis for tests aligned to national standards. The issue of breadth and depth of national standards will have to be confronted by stakeholders developing a national standard.

This article reports on the support given by the Council of the Great City Schools to a recommendation to set a single, national N-size for each accountability subgroup in the U.S. The recommendation is part of the reauthorization of the No Child Left Behind Act (NCLB). According to the council, not only do larger, differentiated N-sizes weaken overall NCLB accountability, they also create different standards for urban vs. rural schools.

The article reports that the development of national standards in science, reading and mathematics education in the U.S. has been endorsed by Michael Casserly, executive director of the Council of the Great City Schools. Casserly believes that national standards would set a direction and expectations for the nation. Antonia Cortese, executive vice president of the American Federation of Teachers, suggested that the new standards be devised, piloted and promoted by a consortium of states.

The article focuses on the data released from the 2005 Science National Assessment of Educational Progress Trial Urban District Assessment (TUDA) show, stating that low achievement among minority and disadvantaged exists in all U.S. school settings. An analysis of the performance of fourth and eighth grade African American students in TUDA districts is presented. The panelists emphasized that minority and disadvantaged students fall behind their white or wealthier peers in schools.

The article reports on the modified assessment instruments pioneered by North Carolina, Kansas and Louisiana in their 2005 to 2006 testing cycle in order to measure the progress of students with disabilities in meeting the proficiency standards of the No Child Left Behind Act. Officials of the states have different views on the modified assessment instruments. Concerns were also raised regarding the cost of the tests.

The article reports on the decision by the U.S. House Committee on Education and the Workforce leadership to withhold their support on efforts to institute national educational standards or a national examination. Chairman Howard McKeon and ranking member Representative George Miller dismissed the idea of a national standard and test at a Business Roundtable forum. The announcement came as more Republicans consider the idea.

The article reports on the benefit of the test-based retention policy to students in Florida. A state policy has retained students who performed well on tests compared to students who were socially promoted. The procedure would allow children to be promoted and avoid potential biases under the discretion of educators. Several states have adopted the system despite of its effects on students' personal fulfillment.

The article reports on the decision of U.S. Education Secretary Margaret Spellings to temporarily halt the state phase-out of the High Objective Uniform State Standard of Evaluation (HOUSSE) procedure. In this procedure, veteran teachers achieve a highly-qualified status. HOUSSE was first required by the U.S. Education Department to be implemented between 2006 and 2007. However, an issue about the legality of the enforcement is questioned.

The article analyzes the highly qualified teacher provisions of the 2006 Individuals With Disabilities Education Act (IDEA) part B regulations, particularly the flexibility offered to special education teachers and the nature of alternate achievement standards. The regulations indicate the flexibility qualification of special education teachers. Alternate achievement standards are aligned to regular academic achievement standards.

Reports on the call of American Federation of Teachers (AFT) executive vice president Antonia Cortese on the U.S. Education Department (ED) for a good-faith extension in requiring schools to ensure their paraprofessionals meet No Child Left Behind Act standards. Request of both AFT and the National Education Association for ED to let states continue using their High Objective Uniform State Standard of Evaluation (HOUSSE) rubrics for getting veteran teachers to highly qualified status; Extension of the initial paraprofessional deadline of ED; Policy of the ED on HOUSSE.

Reports that states in the U.S. will have to submit revised highly qualified teachers (HQT) plans in 2006 according to the Education Department. Reason for the requirement; Need for the states to limit the use of their high objective uniform state standards of evaluation plans.

The article discusses teacher preparation standards for U.S. teacher education programs proposed by the Council for Accreditation of Education Preparation (CAEP), focusing on the addition of value-added testing data, with comments by CAEP President James B. Cibulka.

The article discusses a June 2012 meeting of teacher educators and higher education officials in Bloomington, Illinois, to discuss the alignment of teacher education curricula in the state to the state's common-core standards curriculum in education. Comments by State School Superintendent Christopher Koch and Lanette Poteete-Young of Judson University are presented. Topics include Colorado legislation regarding teacher-preparation programs and the Illinois' teacher licensure system.

An excerpt is presented of the blog post "Common-Core Architect Helped Launch Rhee Advocacy Group" about Michelle A. Rhee and her launch of the advocacy group StudentsFirst to help with the U.S. Common Core State Standards by Stephen Sawchuk on the issue's Teacher Beat blog on May 29, 2012.

The author discusses an article in "The Chronicle of Higher Education" by Robert Pianta, dean of the University of Virginia's Curry School of Education, in which Pianta looks at defining and monitoring teaching standards.

A summary is presented of the 2012 State of the State address of Wyoming governor Matt Mead, in which Mead commented on several aspects of Wyoming's education system, including the state's 2010 adoption of common core educational standards and the importance of educational accountability.

The article presents a profile of the organizational and operative changes being initiated by the U.S. National Council for Accreditation of Teacher Education (NCATE) as of 2011. Details are given describing how NCATE and the Teacher Education Accreditation Council (TEAC) will merge into the Council for the Accreditation of Educator Preparation (CAEP). Further comments are offered regarding the review of their candidate selection standards.

The article reports on more than two-thirds of U.S. states, including Massachusetts and California, that have decided to adopt U.S. Common Core Standards for education in 2010. A discussion of the impact that the U.S. government's Race to the Top educational finance competition has had in the states' decisions to adopt the standards is presented.

The article discusses opposition which has been seen to a Washington, D. C. educational evaluation process developed by the district's school chancellor, Michael A. Rhee , which may lead to the firing of 302 of the district's teachers and has labeled 737 of the district's educators as minimally effective.

The article discusses the 2009 overhaul of accreditation standards by the U.S. National Council for Accreditation of Teacher Education (NCATE). In addition to reducing paperwork, the system allows schools to choose among several accreditation paths. Choices include working to increase the school's performance level on NCATE's six standards, proposing and undertaking a major research project, and partnering with a school district to increase knowledge of effective teacher preparation.

The article discusses the decision by the Charlotte-Mecklenburg school district in North Carolina to remove hundreds of teachers based on their low performance on evaluations rather than on their seniority. The school district was granted an exemption from laying off teachers hired through the Teach For America (TFA) program who meet standards over teachers with more seniority. The TFA program and the state's lack of sanctioned collective bargaining are discussed.

The article discusses a report by the National Governors Association concerning state and local systems for recruiting, training, and retaining teachers. The report states that governors should adopt strict teacher-preparation program admission standards and require principal-preparation programs to look at hard data about student achievement.

The article reports on a statement by the U.S. Council of Chief School Officers that its Interstate New Teacher Assessment and Support Consortium will revise its standards. The standards will reflect information on student learning, media and technology literacy, diversity in the student population and testing. Model Standards for Beginning Teacher Licensing, Assessment and Development were adopted in 1992. The document should be ready for public comment in spring 2010.