Policy-Practice Connections in State Standards-Based Reform

International Handbook of Educational Policy - Springer International Handbooks of Education ◽

10.1007/1-4020-3201-3_7 ◽

2008 ◽

pp. 133-151 ◽

Cited By ~ 1

Author(s):

Michael S. Knapp ◽

James L. Meadows

Keyword(s):

State Standards ◽

Policy Practice ◽

Standards Based Reform

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The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

Education Policy Analysis Archives ◽

10.14507/epaa.v12n45.2004 ◽

2004 ◽

Vol 12 ◽

pp. 45 ◽

Cited By ~ 2

Author(s):

Elizabeth Dutro ◽

Sheila Valencia

Keyword(s):

Student Performance ◽

State Standards ◽

Content Standards ◽

Public Attention ◽

High Stakes ◽

Local Content ◽

High Stakes Tests ◽

Standards Based Reform ◽

State And Local ◽

The Relationship

At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to districts, ranging from helpful to benign to nuisance. This wide variability was influenced by the nature of the standards themselves, the state vision of alignment and local control, districts’ own engagement and commitment to professional development, and student performance on high-stakes tests. We explore implications for the future of content standards as the cornerstone of standards-based reform and argue that states must promote district ownership and expand accountability if state content standards are to have any relevance for local efforts to reform teaching and learning.

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Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform

Journal of School Leadership ◽

10.1177/1052684619852116 ◽

2019 ◽

Vol 30 (5) ◽

pp. 444-464

Author(s):

Vicki Stewart Collet ◽

Jason L. Endacott ◽

Christian Zachary Goering ◽

George Denny ◽

Jennifer A. Jennings ◽

...

Keyword(s):

Common Core State Standards ◽

Leadership Practices ◽

Large Scale ◽

The United States ◽

State Standards ◽

Core State ◽

Teachers Perceptions ◽

Reform Implementation ◽

Teacher Survey ◽

Standards Based Reform

This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leadership participation (RoLP) across hierarchical and heterachical structures. Findings detail how these leadership practices impacted teachers’ perceptions of educational reform. The RoLP model depicts how these practices might be spread across an organization.

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