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2272 requirements, in terms of uniform procedures and uniform test data reporting, suggested
a sea change in state-local relations and a new and considerable pressure on local school
districts.
In the short space of one decade. the business of educating children had become a
quite different undertaking. Along with the difficult tasks of teaching and administering,
practitioners were now being asked to perform in ways that were unfamiliar. respond to the
state in previously unthinkable detail. and carry out their normal work of teaching children
with no additional time or resources.
It was a daunting task for even the largest districts with considerable resources: for the
state's smallest districts it appeared overwhelming. Of the 37 1 school districts in the state of
Iowa. nearly 20% had fewer than 400 students in grades kindergarten through twel\.e. Larger
districts \srith their multiple administrators. assessment and curriculum specialists. department
heads. and financial resources were often hard-pressed to meet the mandates put in place with
HF 2272. .Already strained. 1om.a.s small districts were mandated to conform ~.ith the exact
\;III~C \tand;irds as districts u.ilh much more specialized personnel and many more resources.
\f'hcthcr totiilly intentional or not. u.hen polic!.makers issue mandates. the undorl!.ing
rarionalc 15 that consistency is required in order to achieve the goal of accountability
r 12i~.cstonc. IOXcl). A\ide from the dubious rationale of the argument !Bok. 2001 ,. the required
con\l\rcnc>. \\.as difl'icult tc)r those \~.ithout a deep bench in human and financial resources to
i~iiplcll~cnt.
Purpose c3f [he Stud!,
-rlli4 \rud\ \\.;ls ;in t.splnr;ltion of ho\\. 2272 \\.:IS understood. hc.rn. the required \\.ark