Current reforms and initiatives based on the National Education Standards focus on student achievement and teacher preparation. Educational researchers and curriculum designers continually encounter problems with state-level standards and requirements and with the way state and local education agencies focus heavily on advanced placement and cultural literacy. A key focus is also the accountability of students, schools and school districts for academic performance. A new factor that has emerged is school choice (charter schools and homeschooling) and character development. Progressive teachers are able to guide students to new experiences in every lesson. However; they are sensitive to unique and different learning styles that allow the student to construct knowledge. Educational standards and requirements are dictated by the government and then passed on to the state, school district, and school boards. Many believe this is unfair to citizens at the local level. Requirements and standards for achievement vary by location. Each school district has the authority to implement achievement goals for their schools. However, they must be in line with the guidelines outlined by the government. Various components come into play when developing a strategic method of educational reform. The process should be seen as all-encompassing and various communities and partnerships should have a say in preparing the standards that are so required. Social and Cultural Influences on Curriculum Development Two major influences on curriculum development are society and culture. Many people have the mindset that curriculum development is not rooted in society and culture. However; when in fact... halfway through the document... you asked a question about the new leaders who will come on board to advance the Goals 2000 initiatives. Lewis, (1995) believes that the next edition of standards-based reforms will be they focus primarily on the classroom to improve teacher preparation, training and professional development. Works CitedEncyclopedia of the Social & Cultural Foundations of Education, EF Provenzo, Jr. (ed.),Thousand Oaks, CA: Sage, forthcoming 2008.Fusarelli, L (2004). Education Policy: The Potential Impact of the No Child Left Behind Acton Equity and Diversity in American Education. vol. 18 No. 1. Objectives 2000 legislation and related information. (n.d.). Retrieved from http://www.ed.gov/G2K/index.htmlLewis, A.C. (1995). Phi Delta Kappa: An Overview of the Standards Movement. vol. 76 It is. 10. Retrieved from http://www.sociologycentral.com/problems/readings/education/standards.pdf