The Instructional Demands of Standards-Based Reform (Adobe pdf)
If we are to achieve the promise of the standards movement, we need to understand the demands of standards-based instruction and develop the capacity of every classroom teacher to carry it out effectively. Learn about the key differences between standards-based and traditional instructional planning in this paper prepared for the AFT by Kate Jamentz, Director of Professional and Organizational Learning at WestEd. 15 pages. Item no. 39-09006. $2 each; $1 each for orders of five or more (May 2003, Reprinted June 2009).

The Appropriate Use of Student Assessments (Adobe pdf)
In this brochure, the AFT advocates on behalf of teachers and their students for sound assessment policies and practices that are aligned to standards and curriculum. 8 pages. Single copy free (June 2008).

Sizing Up State Standards 2008 (Adobe pdf)
Since 1995, the AFT has tracked states' efforts to implement strong academic standards. This 2008 report finds that while states have made progress over the past decade, more work remains to ensure all students are exposed to knowledge-rich, comprehensive standards in every grade. 12 pages. $3 each (March 2008).

Game Plan (Adobe pdf)
This article describes what a Smart Testing program looks like in Norfolk, Via. Norfolk is an AFT award-winning local where testing is directly integrated into teaching and learning and where data use is the norm. 4 pages. (March 2007).  

Passing on Failure: District Promotion Policies and Practices (Adobe pdf)
In this first national study of student promotion policies, the AFT found that many school districts are hiding failure by moving students to the next grade before they're ready. But while these "social promotions" are rampant, the report also found that fruitless retentions are just as rampant—with few policies in place to give students the extra help they need. The report responds by arguing for systemic reforms, including adopting explicit grade-by-grade standards, curricula, and assessments for student achievement; ensuring that schools with the neediest children have well-trained staff; making high-quality early childhood programs available to all, with an emphasis on reading and reading readiness; putting in place a system to catch and assist struggling students early, before they fall too far behind; and using research-proven programs and remedial approaches. 72 pages (September 1997).

"Failing" or "Succeeding" Schools: How Can We Tell? (Adobe pdf)
Written by Paul Barton and published by the AFT, this report argues that our country has drifted into the accountability systems in use today, either under individual state laws or as mandated by the federal No Child Left Behind (NCLB) Act. Documenting how this drift occurred, this report makes the claim that today’s accountability systems too often don’t accurately identify school effectiveness. The paper describes how these accountability systems not only fall short of the intentions of the law—whether state or federal—but also may lead to misidentifications with huge consequences for schools, teachers and students. 36 pages (September 2006).

Smart Testing: Let's Get It Right (Adobe pdf)
According to this new report on statewide testing released by the American Federation of Teachers (AFT), most states have made progress in developing clear grade-by-grade standards, but many have not aligned their high-stakes math, reading and science tests with a strong set of content standards, which leads to a distorted picture of how students, schools and teachers are performing. (July 2006).

Where We Stand: Standards-Based Assessment and Accountability (Adobe pdf)
This booklet contains resolutions on standards and assessments passed at the 2002 AFT convention. Also included are a question-and-answer section, background information, and background reading. 28 pages. Item no. 39-0246. $3 each (June 2003).

Setting Strong Standards (Adobe pdf)
The AFT developed a set of criteria for members and others to use in developing or reviewing student achievement standards. The criteria offers a clear vision to educators and policymakers at all levels of what useful standards should look like. 12 pages. Item no. 39-0175. Single copy $2; $1 each for orders of five or more (June 2003).

Making Standards Matter 2001 (Adobe pdf)
Since 1995, the AFT has tracked states' efforts to implement strong academic standards, align assessments to those standards, provide intervention for struggling students, and to hold students accountable for meeting the standards. The 2001 report examines all these issues and reports on states' efforts to develop curriculum resources that help teachers teach the standards. 146 pages plus appendices. Item no. 39-0262. $10 each; $8 each for orders of five or more. (November 2001). 
 

Kissing the Frog: How Teachers Can Transform Testing (Adobe pdf)
In this 2001 plenary speech at AFT’s biennial QuEST professional development conference, Mari Pearlman, of ETS, describes the role teachers can play in improving the development of tests and provides suggestions for teachers to use data in the classroom to help inform instruction. 11 pages (July 2001).

Lessons from the World: What TIMSS Tells Us About Mathematics Achievement, Curriculum, and Instruction (Adobe pdf)
The Third International Mathematics and Science Study (TIMSS) is the most comprehensive and most closely monitored international study of math and science achievement to date. This policy brief provides a review of how the study was conducted, a summary of the findings, and the policies and practices that appear to enable high achievement in math and science. 8 pages. Item no. 39-PB0010. $1 each (Nov. 1999).

Making Standards Matter 1999: An Update on State Activity (Adobe pdf)
This policy brief is an effort to assess how far states' work on academic standards has progressed over the years and to determine how much work remains to be done. 12 pages. Item no. 39-PB0011. $1 each (November 1999).