Illinois School Reform and the Social Sciences: 1985 to the Present
ter school improvement at the local level in crucial subject matter areas in all Illinois schools have been underway for nearly two decades and have involved all stakeholders, from educators to citizens to state board employees to elected officials. The overarching goal has been to help children increase their knowledge and skills in selected subject matter areas that are considered essential to their continued development in life. The effort has evolved through several stages (figure 1). Throughout the process, development committees have relied heavily on curriculum guidelines and the national standards of the professional organizations representing the targeted disciplines, including those in geography and the other social sciences, to craft state goals, standards for learning, and assessments. In addition, careful attention has been paid to the alignment of state goals for learning, learning standards, performance standards, and assessment frameworks.