National Commission on Excellence in Education

National Commission on Excellence in Education
Name	National Commission on Excellence in Education
Formation	1981
Dissolution	1983
Type	Commission
Purpose	Review standards and performance in United States Department of Education settings
Headquarters	Washington, D.C.
Leader title	Chair
Leader name	Terrel H. Bell
Parent organization	United States Department of Education

National Commission on Excellence in Education The National Commission on Excellence in Education was a federal panel convened during the Reagan Administration to assess academic standards and report on scholastic achievement across United States. The commission produced a landmark report that influenced policymakers in the United States Congress, state legislatures such as those in California, Texas, and New York State, and institutions including the National Governors Association and the Carnegie Foundation for the Advancement of Teaching. Membership included figures from Harvard University, Stanford University, Princeton University, and the University of Chicago.

Background and Formation

Established by Secretary of Education Terrel H. Bell under direction from the President Ronald Reagan, the commission drew from leaders in American Council on Education, National Education Association, and Business Roundtable. Its charter referenced concerns raised during policymaking debates in the 95th United States Congress and in reports from the National Science Foundation, RAND Corporation, and Brookings Institution. Commissioners included appointees from Columbia University, Yale University, Duke University, and Johns Hopkins University, with representation from state leaders like governors affiliated with the National Governors Association and business executives from firms linked to the Chamber of Commerce.

Goals and Mandate

The commission's mandate emphasized analysis of student outcomes reported by the National Assessment of Educational Progress and comparisons with performance data from organizations such as the American Association for the Advancement of Science and the National Academy of Sciences. It sought to recommend reforms for curricula used in districts like Los Angeles Unified School District, Chicago Public Schools, and Miami-Dade County Public Schools, and to advise policymakers in the United States Department of Education and legislative staff in the United States Senate and United States House of Representatives. Commissioners consulted with experts from Teachers College, Columbia University, Pepperdine University, Georgetown University, and research bodies like the Educational Testing Service and Institute of Education Sciences.

The "A Nation at Risk" Report

Released in 1983 and commonly known by its subtitle, the report was influenced by earlier studies from the Committee on Education and Labor and advisory findings similar to those of the Carnegie Commission on Higher Education. It synthesized data from the National Assessment of Educational Progress, international comparisons including studies by the Organisation for Economic Co-operation and Development, and subject-area analyses from the National Council of Teachers of Mathematics, the National Council for the Social Studies, and the Modern Language Association. The report's language echoed public policy discussions found in documents from the Heritage Foundation, American Enterprise Institute, and the Ford Foundation.

Recommendations and Impact on Education Policy

The commission recommended heightened standards in curricula aligned with models advocated by Achieve, Inc. and Educational Testing Service, increased rigor similar to proposals from the Business Roundtable, and accountability frameworks reminiscent of those later adopted by the No Child Left Behind Act proponents in the United States Congress. States including Massachusetts, Vermont, and North Carolina enacted standards and graduation requirements drawing on the commission's calls, while organizations like the National Governors Association and the Southern Regional Education Board implemented benchmarking initiatives. Higher education institutions such as Michigan State University and Arizona State University revised teacher-preparation programs influenced by the commission's recommendations and by work from the Council for the Accreditation of Educator Preparation.

Reception and Criticism

The report received praise from figures associated with Wall Street Journal commentary, the American Enterprise Institute, and some members of the United States Senate for highlighting concerns similar to analyses from the Brookings Institution. Critics from National Education Association, scholars at Teachers College, Columbia University, faculty at Stanford University, and commentators linked to the Center for American Progress argued that the commission overstated evidence compared to studies by the National Research Council and RAND Corporation. Debates occurred in forums hosted by Brooklyn College, Georgetown University, and panels convened by the American Association of University Professors and the American Historical Association.

Legacy and Long-term Influence

Long-term influence of the commission is visible in standards-based reforms championed by governors in Massachusetts, Texas, and Indiana and in federal legislation advanced in the 104th United States Congress and later sessions. Educational initiatives at the Bill & Melinda Gates Foundation, policy projects at the Carnegie Corporation of New York, and research agendas at the National Academy of Education reflect themes from the commission's report. The commission's impact informed curriculum frameworks at institutions like the College Board, assessment practices at the Educational Testing Service, and accountability measures later codified by policymakers affiliated with the U.S. Department of Education and state education agencies.

Category:United States federal commissions