practice is grounded in the mathematics and science standards, are in every elementary school, mathematics, and science classroom in the state.
4-A Accredit only teacher preparation programs that reflect the recommendations of mathematics and science standards.
4-B Incorporate as a requirement for licensing that teachers demonstrate teaching practices that are based on standards and are appropriate to the particular learning situation.
4-C Support the continuing professional development of accomplished teachers through mechanisms such as the National Board for Professional Teaching Standards.
4-D Fund ongoing, high-quality professional development opportunities for teachers of science and mathematics based on standards for student learning and professional teaching.
Establish testing and assessment programs consistent with the goal of high expectations for all students to learn standards-based mathematics and science.
5-A Ensure that assessments of student learning are aligned with standards-based curriculum and assessment principles.
5-B Develop at the state level, or encourage local districts to develop, strong accountability systems that go beyond single-measure tests.
5-C Collect and use information about learning conditions and the opportunities students have to learn.
5-D Assist schools and the general community to understand and use the results of assessments and develop action plans based on results.
5-E Promote teacher assessment and student self-assessment in classrooms, based on standards.
These recommendations represent some ways to blend the experiences and strategies of the NCTM and NRC, as developers1 of the national standards, with those of the states, as the nation moves towards its goals of high achievement in mathematics and science for all students. The magnitude of the task of reform cannot be overestimated, nor can its potential benefit to our nation's youth.
Throughout this report we have used the term "developer" as an abbreviation for the role that the NCTM and NRC played in the national mathematics and science standards, respectively. The intent is neither to indicate nor to imply that these organizations or their staffs developed the standards themselves. Instead, as described at length in the discussions of the development and dissemination of the standards documents, these organizations orchestrated the work of thousands of individuals and groups who contributed to the development and critique of the standards.