National Standards, Local Control of Curriculum: Setting the Course of Mathematics Education in the United States

Author(s):  
Joan Ferrini-Mundy
2016 ◽  
Vol 24 ◽  
pp. 60 ◽  
Author(s):  
M. Elizabeth Graue ◽  
Bethany Wilinski ◽  
Amato Nocera

The opposing principles of local control and increased standardization are a prominent tension in the United States’ education system. Since at least the early 1990s, this tension has taken shape around the accountability movement, defined by educational reforms that hold schools, teachers, and students accountable for performance on new standards, assessments, and curricula. While many scholars have examined the manifestations of the current accountability movement, few have looked at this phenomenon within the growing public preK movement. Drawing from interviews with state policymakers and district-level actors, this paper describes how the seemingly contradictory principles of local control and increased state and national standards (what we refer to simply as standardization) are shaping the policy and practice of Wisconsin’s preK system, known as 4K. We argue that rational models of policy making fail to explain the coexistence and blending of the strands of local control and standardization we found in our data, and suggest that Deborah Stone’s (2001) policy paradox provides a better theoretical framework for our findings.


2020 ◽  
Vol 48 (2) ◽  
pp. 391-405
Author(s):  
Nathan K. Hensley

“We saw no issues,” reports the Department of Homeland Security in a self-study of its practices for detaining children at the US–Mexico border, “except one unsanitary bathroom.” The system is working as it should; all is well. “CBP [Customs and Border Protection] facilities we visited,” the report summarizes, “appeared to be operating in compliance with the 2015 National Standards on Transport, Escort, Detention, and Search.” A footnote on page 2 of the September 2018 document defines the prisoners at these facilities, the “unaccompanied alien children,” as “aliens under the age of eighteen with no lawful immigration status in the United States and without a parent or legal guardian in the United States ‘available’ to care and [provide] physical custody for them.” Available is in scare quotes. This tic of punctuation discloses to us that the parents of these children have been arrested and removed. They are not available, and cannot take physical custody of their children, because they themselves are in physical custody. In a further typographical error, the word “provide” has been omitted: the children are without a parent or legal guardian in the United States “available” to care and physical custody for them. The dropped word turns “physical custody” into a verb and sets this new action, to physical custody, in tense relation to “care.”


1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.


1993 ◽  
Vol 24 (4) ◽  
pp. 324-328

In the next decade, the United States has a historic opportunity to revitalize mathematics education…. There are at this time both a particular urgency and a special opportunity for reform of mathematics education.


1970 ◽  
Vol 63 (4) ◽  
pp. 319-321
Author(s):  
Julius H. Hlavaty

The first International Congress on Mathematics Education took place Au gust 24-30, 1969, in Lyon, France. It had been organized under the chairmanship of Professor Hans Freudenthal of Utrecht, secretary M. Glaymann of Lyon, and an international committee that included two representatives from the United States, L. Gillman and I. Wirszup.


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