The countries that have left the United States behind in math and science education have one thing in common: They offer the same high education standards all across the nation. The United States, however, relies on standards that【C1】______, not just from state to state, but often from district to district. That could【C2】______ change if the states adopt the new rigorous standards proposed last week by the National Governors Association and a group【C3】______state school supervisors. The proposal lays out clear, ambitious【C4】______for what children should learn year to year and could change curriculums, tests and teacher training. The standards, based on intensive【C5】______, reflect what students must know to succeed at college and to find good jobs in the 21st century. They are【C6】______benchmarked, which means that they imitate the expectations of high-performing school systems abroad. This is not a call for a national curriculum. Rather, the proposed standards set out the skills that children should learn from kindergarten through high school. But it will take more than new standards to rebuild the schools. The same states and organizations that cooperated on the standards need to cooperate on a new and【C7】______curriculum. The troubled colleges of education need to【C8】______teachers who can teach the skills students will need. And【C9】______tests must be created so that we can measure results. It is believed that the new standards provide an excellent【C10】______point for the task of remaking public schooling in the United States.A) goals I) innovativeB) research J) sophisticatedC) ordinary K) dependD) representing L) differsE) internationally M) startingF) eventually N) aimG) vary O) specially H) prepare 【C6】