| The expectations offered by academic standards are welcomed by most educators, but the breadth of content that appears in standards documents can be overwhelming in terms of instruction. This study reports on teachers' estimates of the time required to teach standards in four academic domains at four grade levels as it compares to the time available for instruction. This study also reports on teachers' judgements regarding the importance and appropriateness of benchmarks at the same four grade levels. Teachers from four school districts located in Colorado, Wyoming, and North Dakota were surveyed for this study. The resulting estimates suggest a possible mismatch between expectations for instruction and the time available for instruction. | 
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