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Previous articleNext article No AccessBeyond Standardization: State Standards and School ImprovementLinda Darling-Hammond, and Arthur E. WiseLinda Darling-Hammond Search for more articles by this author , and Arthur E. Wise Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 3Jan., 1985Special Issue: Policy Implications of Effective Schools Research Article DOIhttps://doi.org/10.1086/461408 Views: 54Total views on this site Citations: 102Citations are reported from Crossref Copyright 1985 The University of ChicagoPDF download Crossref reports the following articles citing this article:Wahid Ahmad Dar Critical Analysis of Educational Aspirations and Practices Inside a Low-Cost Rural Private School, International Journal of Social Ecology and Sustainable Development 13, no.11 (Jan 2022): 1–11.https://doi.org/10.4018/IJSESD.306648J. Bryan Henderson, Nicole Zillmer, April Holton, Steven Weiner, Eric Greenwald, Megan Goss, M. Lisette Lopez, Christina Morales, P. David Pearson, Katherine L. 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Ending Social Promotion in Chicago, Teachers College Record: The Voice of Scholarship in Education 107, no.1414 (Feb 2022): 223–259.https://doi.org/10.1177/016146810510701413Linda Darling-Hammond, Elle Rustique-Forrester The Consequences of Student Testing for Teaching and Teacher Quality, Teachers College Record: The Voice of Scholarship in Education 107, no.1414 (Feb 2022): 289–319.https://doi.org/10.1177/016146810510701411Pamela Williamson, Elizabeth Bondy, Lisa Langley, Dina Mayne Meeting the Challenge of High-Stakes Testing While Remaining Child-Centered : The Representations of Two Urban Teachers, Childhood Education 81, no.44 (Jun 2005): 190–195.https://doi.org/10.1080/00094056.2005.10522271Melissa Roderick, Jenny Nagaoka, Elaine Allensworth Is the Glass Half Full or Mostly Empty? Ending Social Promotion in Chicago, Yearbook of the National Society for the Study of Education 104, no.22 (Jun 2005): 223–259.https://doi.org/10.1111/j.1744-7984.2005.00032.xLinda Darling-Hammond, Elle Rustique-forrester The Consequences of Student Testing for Teaching and Teacher Quality, Yearbook of the National Society for the Study of Education 104, no.22 (Jun 2005): 289–319.https://doi.org/10.1111/j.1744-7984.2005.00034.xG. Franklin Elrod, Ashley M. Coleman, Kimberly D. Shumpert, Meagan B. Medley The Use of Problem-Based Learning in Rural Special Education Preservice Training Programs, Rural Special Education Quarterly 24, no.22 (Apr 2017): 28–32.https://doi.org/10.1177/875687050502400206Mark A. Smylie, George S. Perry Restructuring Schools for Improving Teaching, (Jan 2005): 306–335.https://doi.org/10.1007/1-4020-4454-2_16Kenneth Vogler Where Does Social Studies Fit in a High-Stakes Testing Environment?, The Social Studies 94, no.55 (Sep 2003): 207–211.https://doi.org/10.1080/00377990309600208Kenneth K. Wong, Dorothea Anagnostopoulos, Stacey Rutledge, Claudia Edwards The Challenge of Improving Instruction in Urban High Schools: Case Studies of the Implementation of the Chicago Academic Standards, Peabody Journal of Education 78, no.33 (Sep 2003): 39–87.https://doi.org/10.1207/S15327930PJE7803_04Kenneth E. Vogler An Integrated Curriculum Using State Standards in a High-Stakes Testing Environment, Middle School Journal 34, no.44 (Sep 2015): 5–10.https://doi.org/10.1080/00940771.2003.11495383Douglas L. Ratay, Ashley Schairer, Catherine A. 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