Student Effort: The Key to Higher Standards

[Pages:6]we

have

suced

in

raisng

the

averg

tenc

of

por

children.

basic And

skil despit

compe our

coners

about

droput

rates,

we

have

dramticly

bosted

the

protin

of

blacks

Who

of

secondary

complet schol

1965

to

83

percnt

now

only

slighty

whites,

who

also

same

period,

cent.

(Ogle

from and

four from

today.

difernt

improved

73

percnt

Alsam

or

more

50

percnt

years in

This

rate

is

from

tha

of

during

the

to

86

per

190.

p

than

it

should

time,

efort,

lite

improvent?

be. and

Why god

The

list

of

supect

iar:

por

polices,

teachrs,

por

por

pay.

and

Strl,

al

of

thes

putaively

featurs

wer

poular

time

when

the

natio

the

educationl

was

subtanily

it

is

today.

Something

is

defating

our

atemps

acdemi

achievmnt

has

so

much

wil

produce

so

is

long

and

famil

texboks,

por

por

peol.

responibl

complaints

at

a

product

of

higer

than

els

is

afot

tha

to

bost

throug

educa

tional

refom,

what

it

is.

and

we

think

we

know

refoms

tha

have

ben

implentd

to

40

years,

two

genral

be

discern:

1.

H

with

the

same

over

the

past

30

straegi

may

lev

of

efort

or

tha

they

wil

wil

be

inspred

both).

This

tured

the

lion's

and

resouc,

sible

for

the

cause

of

por

Acordingly,

from

personal

learnig. 2.

H

of

learn to

straegy, share

holds shortfal

teachrs studen

responiblty

more

becaus

they

study

harde

(or

whic

has

cap

of

our'ateni

the

schol

respon

in

learnig

and

dul

be subject.

are

held

harmles

for

their

more quired

formance

score),

sume

met

it.

the

rigous course,

course higer

conte, standr

(higer

and

the

GPA. like.

higer

The

straegy

tha

studen

wil

work

the

higer

averg

standr, lev

and

of

achievmnt

more of

re per

tes as

harde

to

becaus

of

wil

rise.

No

asumption

are

necsarily

made

about

improved

inputs

aside

from

great

rigo

or

more

conte.

Once

the

instruco

is

delivr,

the

studen

are

responibl

for

the

efort

necsary

to

master

the

materil

and

met

the

higer

standr

of

perfomanc.

In

1983.

when

A

a

progam

tha

taped

thes

straegi,

many

educators

and

ad

vocates

claimed

tha

higer

standr

unfairly

ascribed

responiblty

to

the

studen

and

would

only

drive

them

from

the

schol

(Nationl

more

of

Com-

i

mison

on

Exceln

in

Education).

That

view

and

its

consequ,

we

i

think,

are

part

standig

problem

tha

has

burden

of

a

large

of

studen

the

refoms

and

long

motivan

of

the

'70s

as

wel

as

the

'80s.

this

view

ued

shortfal

helps

acount

in

acdemi

We

beliv

for

the

conti

achievmnt

among To

quencs

U.S explor

of

studen.

the

cause

this

situaon,

and

conse

the

Ofice

of

Educationl

held

a

confer

Resarch

and

Improvent

on

acdemi

efort

and

acdemi

ton,

D.C,

clusion

in sumarize

motivan late

190. the

in

Washing

Four

major

sen

of

the

con dis

cusion

(Ofice

of

Educationl

Resarch

and

Improvent

19):

1.

D

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