A new educational standard of junior school education in Russia declares that teaching must provide meta-subject results (as well as skills and knowledge).   Meta-subject results are special indicators of cognitive and social development of children. It means that  L.Vygotsky’s ideas about teaching-learning and development dependence are accepted at last by educational practice.  And they raise new practical questions. One is a problem of how to evaluate  educational effectiveness in meta-subject results. The other is a problem of school resources that can provide meta-subject achievements.

We worked out a set of diagnostic tests and procedures that simulate learning activity (problem solving, cognitive conflict, lack of tools or information and so on) with different subject and non-subject tasks and problems. In general they permit to evaluate different characteristics of “learning to learn”, modeling, reflection, cooperation and other meta-subject competences. 43 Moscow schools (2000 students –junior school graduates) took part in diagnostics. We got 44 characteristics of different aspects of meta-cognitive development.  In 79,5% of these characteristics results are less than 50%. In analysis, logical operations and conceptual thinking results are higher than in  planning, reflection and self-evaluation. We found statistically significant differences in results of different classes and schools.

In our previous works we analyzed and evaluated   school educational environment on the base of A.Leontyev’s activity theory. We distinguished 7 types of educational environments according to school’s initial goals and means of their achievement. Meta-cognitive development diagnostics show correlation between students’ results and concrete features of educational environments (type and content of junior school program, style of teacher-students’ interactions).