However, standards should not define a
standardized curriculum in which all students, with their
diverse abilities and interests, are expected to achieve standards at the same speed, in the same
learning style, and through the same context and experiences.
They encourage a
standardized pedagogy for use with a non-standard,
diverse student population; offer few rewards for innovation or risk taking on the part of teachers or students; and distort the motivational climate for teaching and
learning.