Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last

Autor/in	Edgerton, Adam Kirk
Titel	Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1525-1566 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Edgerton, Adam Kirk) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219876566
Schlagwörter	Educational Policy; Elementary Secondary Education; Educational Change; Common Core State Standards; Policy Formation; College Readiness; Career Readiness; California; Texas; Ohio; Pennsylvania; Massachusetts + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Common core curriculum; Curriculum; Kerncurriculum; Politische Betätigung; Kalifornien; Master-Studiengang
Abstract	Cynthia Coburn, in her 2016 article in the "American Journal of Education"--"What's Policy Got to Do With It?"--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how policies become unpopular. Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, I investigate the decline in the popularity of K-12 standards-based reform. I consolidate existing policy implementation theories and describe three important dimensions--detail, drive, and durability--for understanding how standards and associated policies "succeed" or "fail." Using these dimensions, I reveal how policy design and implementation choices can strengthen or weaken standards-based education policies. [For the corresponding grantee submission, see ED598544.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01