Assurance for a K-12 Education System: Conceptual Model

Standardization & Standards are not the same thing

I have been thinking recently about what 'assurance' for a K-12 education system really means. To what extent is public assurance achieved when a system has a high level of confidence (high trust) in an environment of low standardization? Alternatively, is the public (or an individual) assured only if an education system is defined by high levels of standardization (low trust)?

As I reflect on this issue, I consider the differences between standards and standardization, impact of trust (public confidence) on assurance, the importance of equity within a society (excellent education systems achieved through equity), what is accepted as evidence (measuring what matters) and the difference between accountability (ability to count) and the need for teachers and principals to have the ability to respond (responsibility) within more complex and diverse communities. 

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