¶ … No Child Left Behind and Common Core, a set of required standards does not improve but rather limits education for ALL students in state schools (Kober, Rentner, 2011). The assumption inherent in the system of standardized education is that a one-size-fits-all method of education in which every student is expected to be at the same level. This type of assumption does not reflect the actuality of the situation (Haycock, 2012). Some learners are special education, some have learning disabilities that go undiagnosed, some are English language learners, and some are gifted. Standards can be implemented to improve the quality of education for all students in all levels and types of classrooms -- but they should be more accommodating and reflective of the diverse range of students represented in the classroom. In other words, standards should be available for every type of student and not just in a one-size-fits-all model. The first recommendation to address this issue of how to present a standards-based platform for such a diverse range of students is to test each individual student and measure their academic level by using this test and studying the child's academic achievement to date. The academic histories of students can be helpful in assessing the type of student he or she is. They can also expose issues that might indicate whether the child is a special needs child. The point is that every student should be assessed and his or her academic level and potential measured. This measurement should also be performed in conjunction with families and parents and where they believe or want their child to be (which academic level do they think their child should be at). The point of including parents in this

Standards can then be devised accordingly for each of these levels and classes. Input can be received from teachers of these levels/classes so as to find out special needs, potential, problem areas, and ways to maximize use of time and space. Input from parents can also be of use because they are likely to have some sense of what they want their children to be able to accomplish and their concerns and goals should be considered as well when devising standards.
In terms of applying standards to a system of general education, there should still be no one-size-fits-all because not all schools are the same and neither are all teachers and students. Teachers should be allowed to take the class in a direction that they sit fit so long as it stays within recommended parameters and specific general targets are met. For instance, in a subject like English, teachers should ensure that reading, writing and comprehension goals are met -- but methods can vary according to comfort, style and student type. Whether these general standards are left up to the district, are formulated by the state or come from national levels is another matter. The most effective strategy would be for most standards to be formed at the district level, as this cuts down on the burden of centralization and the inefficiency of centralized education. At a district level it is more likely to receive the desired inputs from stakeholders within the community, such as parents, students and teachers. At a national or state-wide level, these voices are less likely to be heard and therefore less likely to be impactful in the devising and setting…