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Elementary |
Middle |
High School |
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Standards
The table below indicates the content the AFT looks for when reviewing English, math, science, and social studies standards. Standards that are clear and specific at the elementary, middle, and high school levels are shaded as indicated in the legend above. Standards that do not meet our criteria remain clear or "empty." Refer to the Content Standards link at the right to read our complete criteria for evaluating standards.
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English |
Reading Basics |
Reading Comprehension |
Writing Conventions |
Writing Forms |
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Math |
Number Sense |
Measurement |
Geometry |
Algebra |
Data Analysis |
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Science |
Earth Science |
Physical Science |
Life Science |
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Social Studies |
Civics |
U.S. History |
World History |
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Updated 8/2004 |
The table below identifies the components of a standards-based curriculum. If the components are present the appropriate levels—elementary, middle, and high school—are shaded as indicated in the legend above. If the components are missing, than the graphic remains clear or "empty." Refer to the Curriculum & Instruction link at the right to read our complete criteria for evaluating standards-based curriculum materials.
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English |
Math |
Science |
Social Studies |
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Learning Continuum |
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Instructional Resources |
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Instructional Strategies |
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Performance Indicators |
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Performance descriptors |
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Rubrics / scoring guides |
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Sample student work |
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Commentary on student work |
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Lesson Plans |
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Specifies standards addressed |
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Specifies prior knowledge needed |
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Integrates two or more standards |
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Indicates necessary materials |
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Includes classroom assessments |
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Indicates length of time needed |
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Includes sample student work and rubrics |
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Provides instructional guidance |
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Includes instructional strategies for diverse learners |
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Updated 10/2002 |
The table below indicates the features of an "open" or transparent assessment system that is based on the content standards. If the features are present the appropriate levels—elementary, middle, and high school—are shaded as indicated in the legend above. If the features are missing, than the graphic remains clear or "empty." Refer to the Assessing Student Performance link at the right to read our complete criteria for evaluating open and aligned testing systems.
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English |
Math |
Science |
Social Studies |
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Grades assessed |
K-High School |
K-High School |
5-High School |
5-High School |
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Alignment report available |
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State indicates standards tested |
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State indicates number of items per standard |
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Test or sample items released |
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Released items indicate standard tested |
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State provides grade-specific performance level descriptors |
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State provides rubrics |
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State releases scored student work |
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Released student work includes scorer commentary |
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Updated 4/2004 |
Accountability
The table below indicates the elements of a student accountability policy. If the elements are present, the appropriate levels—elementary, middle, and high school—are shaded as indicated in the legend above. If the elements are missing, than the graphic remains clear or "empty." Refer to the Accountability link at the right to read our complete criteria for evaluating student accountability policies.
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English |
Math |
Science |
Social Studies |
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State requires academic intervention for struggling students |
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State funds academic intervention for struggling students |
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Promotion from grade to grade in elementary or middle school and/or graduation from high school is based, in part, on state test results |
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Students can earn awards for meeting higher standards |
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Updated 10/2002 |
