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Measuring Up: Tests, Curriculum, and Standards
The Issue
In 1993, the Massachusetts Education Reform Act had a dramatic effect on the content and delivery of education in the state. A rigid common curriculum and corresponding tests called MCAS (Massachusetts Comprehensive Assessment System) were implemented with the goal of providing consistent content and an assessment system for the whole state.
 Today, the MCAS is one of several “high stakes” testing programs in the United States. The “testing movement” has re-ignited a century-old debate between proponents of progressive and “back to basics” education.
The Debate
The progressive side of the educational continuum champions intellectual freedom as the cornerstone of democratic society. Student autonomy, creativity, and curiosity are espoused as leading forces in a meaningful education. The “back to basics” advocates believe that curriculum should be standardized and students drilled on its content to ensure a basic level of skill.
Many educational trends in the last century represent one of these two basic positions. On the progressive side are the intellectual descendants of John Dewey. Whole language reading instruction, hands-on learning, alternative assessments, and multiple intelligence theory are contemporary representatives of this end of the continuum. In opposition stand phonics, computational skills, standardized tests, and the fact-based learning programs.
 Testing and Standards Controversy Timeline
Roots in History Master Timeline
View video on the controversial topic of Testing and Standards
Other Roots in History Issues:
Choosing or Losing? The School Choice Controversy
Speaking of Learning: Bilingual Education
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