Switch To Minnesota Academic Standards
Continuing debate about the Profile of Learning led to its repeal in 2003. It was replaced with the Minnesota Academic Standards (Laws of Minnesota 2003, Chapter 129). The new law defined five core academic content standards areas: language arts, math, science, social studies, and arts. Standards for mathematics, language arts, and arts were adopted in the 2003 law (The law allowed school districts to use either the statewide arts standards or locally-developed arts standards).
The 2004 Legislature adopted science and social studies standards. Each of the academic standards are supplemented by grade-level benchmarks. These benchmarks specify the academic knowledge and skills that students must achieve to complete a state standard. The standards and benchmarks will be reviewed on a four-year cycle beginning in the 2006-2007 school year.
In addition to the core academic standards areas, there are several elective subject areas. School districts must create local elective standards and must offer elective courses covering health and physical education, vocational and technical education, and world languages.
The legislation created a transition process for schools and students to move from the Profile of Learning to the Minnesota Academic Standards. School districts may switch to the new graduation system at any time but must continue to offer the old graduation standards to students who started ninth grade under those standards.
Read more about this topic: Minnesota Graduation Standards
Famous quotes containing the words switch, academic and/or standards:
“Uncritical semantics is the myth of a museum in which the exhibits are meanings and the words are labels. To switch languages is to change the labels.”
—Willard Van Orman Quine (b. 1908)
“If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.”
—Neil Kurshan (20th century)
“Today so much rebellion is aimless and demoralizing precisely because children have no values to challenge. Teenage rebellion is a testing process in which young people try out various values in order to make them their own. But during those years of trial, error, embarrassment, a child needs family standards to fall back on, reliable habits of thought and feeling that provide security and protection.”
—Neil Kurshan (20th century)