I found this study intriguing:
State Standards & Student Growth: Why State Standards Don't Matter as Much as We Thought
I found it as I was researching the MAP Test one of the schools I work with uses for it's primary students. It was written by several researchers based at the Kingsbury Center, which created and maintains the MAP Tests.
In a nutshell it says that researchers John Cronin, Michael Dahlin, Sarah Durant, and Yun Xiang report despite low or high state standards, students who are performing above the proficiency standard are not progressing as much as students who are below the standard. The study suggests that NCLB and state standards force teachers to focus their energy on "bubble" students so that their schools maintain their AYP. I'm not completely certain how this correlates, but there is a mention that (I believe) students above the proficiency level advance a difference of between 2-4 weeks of teaching.
Anyhow, interesting reading...certainly makes you wonder about how standards differ between states.
Make you wonder about mandates that force a 'one size fits all' system on schools and teachers. Giving teachers more flexibility and allow creative approaches to teaching might permit raising performance of below average students while engaging and challenging above average kids. Technology can make this happen... just need more creative teachers like you.
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