Discussion of the Curriculum Management Audit Standards

The Curriculum Management Audit Standards were developed by Dr. Fenwick English (considered the “father of the curriculum audit”), President of Curriculum Management Systems, Inc. Audit standards are very important for the effective auditing and monitoring of the curriculum management that contributes to the overall effective performance of educators and educational institutions. These standards also help to minimize the ineffectiveness of curriculum and urge educators to comply with established standards introduced by Dr. Fenwick English.

STANDARD 1: A school system is able to demonstrate its control of resources, programs and personnel. A school/district meeting this standard has a clear set of policies with regard to management and curriculum and has clearly defined and measurable goals.

This standard is extremely important because it urges schools to enhance control over resources, programs and personnel. The control is essential to ensure the effectiveness of the organizational performance of schools. In light of scarcity of financial resources of schools, the control helps them to optimize their costs and increase their cost-efficiency. The control of resources is the first step toward the effectiveness of the organizational performance because schools should be able to use the available resources effectively. The control of programs contributes to the compliance of programs with existing quality standards. Such control helps to deliver educational services of the high quality with regard to national standards. Hence, the quality of education improves. The control of the personnel helps schools to enhance the performance of educators because, when educators are aware of the control over their work, they do their best to comply with existing standards and to improve their performance. Otherwise, if they fail to perform well, they may lose their position.

STANDARD 2: A school system has established clear and valid objectives for students. A district meeting this audit standard has clear, valid and measurable student standards for learning that are set into a workable framework for their attainment.

This standard helps both educators and students to set clear goals which students have to attain in the course of their learning. The introduction of such standards is the step toward meeting students’ needs because students need to know what goals they have to achieve in the course of their learning. Also, such standard helps to measure the effectiveness of learning since students can determine whether they have met the set objectives or not. If they fail, then their learning was ineffective and, on the contrary, if they succeeded in meeting goals, then their learning is successful too. The clarification of objectives simplifies learning for students because they know where they move to.

STANDARD 3: A school system demonstrates internal connectivity and rational equity in its program development and implementation. A district meeting this standard can show how its program has been created as the result of a systematic identification of its deficiencies. Such a district has equity in its curriculum/course access and directs its resources toward the areas of greatest need.

The internal connectivity is pivotal for the successful education and development of the effective curriculum. The connectivity provides the steady progress of students since their current learning is grounded on their past experience and knowledge, which they have already acquired. They have the academic basis on the ground of which they can build up new knowledge and acquire new experience. Educators have to link program development and implementation to make the learning process closer to the real world environment and to stimulate the progress of students. This standard contributes to setting and achievement of proximate development goals as students need to have certain skills and knowledge to be able to perform required tasks and to continue their learning successfully.

STANDARD 4: The district uses results from system-designed or adopted assessments to adjust, improve, or terminate ineffective practices or programs. A district meeting this audit standard has a comprehensive system of assessment use extensively at the site-level to review and improve programs. Assessment is also used to formulate short and long-term goals for each site and for the district as a whole.

This standard contributes to the elimination of ineffective practices from the curriculum and the learning process. The objective, accurate and effective assessment helps to determine which areas need improvements and which ones are performing well. Having this information at hand, educators and school administrators can focus on problematic areas and improve the school performance and quality of education as well as to achieve goals of the learning process more effectively than they could do without such assessment and identification of problematic areas.

STANDARD 5: A school system has improved productivity. A system meeting this standard demonstrates improved pupil performance, even in the face of diminishing revenues. The most common indicators cited in audit reports pertaining to productivity are curriculum-driven budgeting and facilities.

The productivity is the key to success but the productivity needs the adequate assessment on the ground of established national standards. Otherwise, the interpretation of results of the school performance and academic performance of students will be subjective. For example, if a school uses its own standards of the measurement of productivity, than the school may overestimate its performance because its standards are established on the ground of the average performance of the particular school, while national standards set clear criteria for the school to match which reveal whether the school really performs well or not through the compliance with national standards or not.


English, F. (2001). Deep Curriculum Alignment. New York: R&L Education.

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: May 6, 2021]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: May 6, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 6, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 6, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 6, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 6, 2021]
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