Raising the Bar for Student Outcomes in Louisiana

Kaufman, Julia H.; Cannon, Jill S.; Culbertson, Shelly; Hannan, Maggie; Hamilton, Laura S.; Meyers, Sophie

doi:10.7249/rb10024

Cited by 3 publications

(3 citation statements)

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“…In these districts lacking in capacity, PD was often one-shot in nature, or it was delivered at a large state convening. One participant at an ESC said, “We also realize that those single, one-day PD sessions are not necessarily showing how to change and truly support those teachers, in terms of long-term impact to the classroom.” SEAs, ESCs, and districts with lower capacity have not been able to conduct the intensive follow-up PD needed for successful implementation of CCR standards (Kaufman, Cannon, et al, 2018). Within the context of this study, four SEAs seemed to have invested significant resources in sustained PD, but one had only recently required its districts to develop standards-aligned PD in partnership with their ESC.…”

Section: First Dimension: Detailmentioning

confidence: 99%

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

Edgerton

2019

American Educational Research Journal

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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.

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Section: First Dimension: Detailmentioning

confidence: 99%

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

Edgerton

2019

American Educational Research Journal

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“…To better contextualize these attributes, we describe examples of the most relevant standards policy issues of the day and how the attributes relate to them based on the survey items in the Appendix. Specificity is most salient in current debates over developing a coherent curriculum program (see Kaufman et al, 2018); it addresses the extent to which districts provide teachers with a prescriptive curriculum and accompanying resources. Consistency refers to alignment, addressing a longstanding concern in standards-based reform that tests and curricula are poorly aligned.…”

Section: The Policy Attributesmentioning

confidence: 99%

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Edgerton

Desimone

2018

AERA Open

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Using state-representative teacher surveys in three states-Texas, Ohio, and Kentucky-we examine teachers' implementation of college-and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

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“…For now, all signs are that the Louisiana model is working: A 2018 RAND study found that Louisiana ELA students were more apt to engage in practices aligned with the Common Core standards. 39 'a print-ready OER curriculum offers the easiest way to deliver OER material'…”

Section: Oer Work -With the Right Supportmentioning

confidence: 99%

OER: lessons from the field

Kaufman¹,

Campana

2019

Insights the UKSG Journal

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As open educational resources (OER) expand in the US and elsewhere, attention should be paid to the challenges of implementing OER and solutions to those challenges. OER currently hold great promise for instructing students in K-12 (secondary) and primary school classrooms, because -unlike traditional curriculum materials -OER content can legally and freely be copied, used, adapted and reshared by anyone. Notwithstanding the benefits, OER developers have not yet worked out certain structural issues that can make it difficult for teachers and students to use OER, impeding the adoption and broader acceptance of even the best designed OER curricula. Links which disappear over time, device management, data and privacy concerns, quality, scope, sequence and alignment challenges, copyright issues and sustainability of OER curricula are all challenges that advocates of OER and curriculum designers often miss, ignore or avoid. These challenges, however, can be overcome through thoughtful planning and partnerships, as has been done in the US with the successful Louisiana Guidebooks and other OER course materials.

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Raising the Bar for Student Outcomes in Louisiana

Cited by 3 publications

References 0 publications

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

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

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

OER: lessons from the field

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