ABSTRACT
INTRODUCTION Myriad in number and diverse in intent, reform efforts are currently challenging the educational status quo. Some of the reforms are aimed at increasing access to quality education for all students. These reforms include the movements to eliminate tracking in schools and to educate special education students in regular classrooms. Other reforms hope to create greater national consensus on standards for students and teachers alike. Goals 2000 legislation requires that we define what students should learn and make explicit the criteria for acceptable performance. At the same time, the National Board for Professional Teaching Standards has begun to create standards for expertise in teaching. Other reforms are aimed at giving teachers a more active role in determining school policies through site-based management and in assessing student learning through classroom-based and performance assessments. Not surprisingly, language arts has occupied a central role in many of these reform efforts, as the literacy abilities of students continue to concern both educators and the public.
