Defining the goals for public education is an issue that will grow in salience for deeper learning as it moves from funded projects and academic debate into attempting to embed itself in policies, programs, and practices at the state, district, school, and classroom levels.
In this blog post, Jon Snyder identifies two issues related to goal setting for policies related to deeper learning:
- Where is the locus of decision-making?
- What is the relationship between standards (i.e., the definition of what we value), assessments of those standards, and the consequences attached to those assessment.
This post is by Jon Snyder, PhD, the executive director of the Stanford Center for Opportunity Policy in Education (SCOPE).