摘要：Critics of the United States educational system point out many contemporary problems and offer solutions based on what they perceive as the fundamental issues. How teachers measure student progress and define mastery rarely receive attention. The use of standard units of measurement and a standard graphical display have allowed Precision Teachers to uncover important features of learning. One such discovery, performance standards, has demonstrated that students can retain skills over significant amounts of time, perform at high rates with little performance decrement, and apply "element" skills to more sophisticated "compound" skills. Performance standards discovered by Precision Teachers allow a behavioral determination of fluency, or mastery. The recognition of Precision Teaching methods and results in regard to measuring behavior and determining mastery contributes to one of the most significant social issues in American society, education.
