Education Policy: Research: Historical Overview: Bush, GHW:
Federal Education Policy and the States, 1945-2009
The George H.W. Bush Years: Systemic Reform
During the hearings for the bill, the concept of "systemic reform" first appeared in widespread public discussion. Endorsed by the National Governors Association, the Council of Chief State School Officers, and other organizations, this theory pushed for aligning curriculum, standards, assessments, teacher training, and resources. As described by Marshall Smith and Jennifer O'Day in their seminal article "Systemic School Reform," systemic reform would "set the conditions for change to take place not just in a small handful of schools or for a few children, but in the great majority." The two authors placed a heavy emphasis on the role of the states-a role they argued had been previously neglected in favor of school and district efforts at restructuring and improvement. For some, this argument raised concern about the direct federal-to-school grants in Bush's proposal.
It also connected well with the groundwork that had been laid at
the education summit, as well as with reform efforts already under
way in several states, most notably California, Maryland, Massachusetts,
and New York. In California, State Superintendent of Public Instruction
Bill Honig had embarked on a major effort to create new curriculum
frameworks, develop aligned texts, provide statewide content-based
professional development, and require new assessments. This initiative
in the largest state in the union, together with the experience
in other states, demonstrated what an aligned state education system
might look like. The vision appealed to many.
In mid-1991, as the popularity
of systemic reform grew in Congress, and while the Senate and House
still debated America 2000, President Bush submitted legislation
to authorize a National Council on Education Standards and Testing.
Bipartisan in nature, this Council would be responsible for considering
the desirability and feasibility of establishing national standards
and assessments. Once established by law, the Council worked quickly
and, early in 1992, issued a final report that confirmed the desirability
of national standards aligned with assessments. However, rather
than the set of national tests advocated in America 2000, the Council
recommended a system of assessments that would allow states greater
independence in selecting curricula and assessment vehicles. This
meant that while there would be national standards for achievement,
state curricula would not be guided by national tests. Additionally,
states would not have to participate in assessments to be eligible
for federal support.
