The Performance Cycle: The Association between Student Achievement and State Policies Tying Together Teacher Performance, Student Achievement, and Accountability

Alexander, Nicola A.; Jang, Sung Tae; Kankane, Shipi

doi:10.1086/691229

Cited by 20 publications

(19 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…differences in written policy, as judged by studies of state policy during this same time period (Alexander, Jang, & Kankane, 2017;Polikoff, 2017). We find suggestive evidence in three states of a federalizing effect, where teachers are less sensitive and cognizant of changes in local policy and more attuned to national policy, mirroring trends toward the nationalization of education policy opinion (Levendusky, 2013;Polikoff, Hardaway, Marsh, & Plank, 2016;Supovitz, 2017).…”

mentioning

confidence: 61%

“…But viewed more positively, this study may be highlighting the relative success of CCSS in creating common policy perceptions six years after their adoption-even in a state like Texas that did not formally adopt them but instead echoed them in their own iteration (Porter et al, 2011). Other studies focus on highlighting differences in state laws and regulations (e.g., Alexander et al, 2017), but we find that these state policy differences do not manifest themselves in significantly different teacher perceptions that are meaningful across most of the policy attributes. Instead, we suggest that if the first goal of setting standards is to shift instruction, our significant authority finding implies that the first step is to cultivate teachers' belief in seeing their state's standards as useful, manageable, and appropriate.…”

Section: Discussionmentioning

confidence: 85%

See 1 more Smart Citation

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

Edgerton

Desimone

2018

AERA Open

View full text Add to dashboard Cite

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.

show abstract

mentioning

confidence: 61%

Section: Discussionmentioning

confidence: 85%

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

Edgerton

Desimone

2018

AERA Open

View full text Add to dashboard Cite

show abstract

“…The unintended consequences of holding teachers accountable for student achievement are well documented and researched (e.g., Booher-Jennings, 2005; Coburn, Hill, & Spillane, 2016; McNeil & Valenzuela, 2000; Supovitz, 2009). On the other hand, proponents point to some student achievement gains during the RttT and CCSS era (e.g., Alexander, Jang, & Kankane, 2017), though few studies found similar positive results (see Polikoff, 2017, for a review; Song et al, 2019). In short, the appropriateness of test-based accountability is an ongoing debate, but a clear majority of the general public remain supportive of it, according to national opinion polling—which stands in stark contrast to teacher opinion (Cheng et al, 2018).…”

Section: Second Dimension: Drivementioning

confidence: 99%

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

Edgerton

2019

American Educational Research Journal

View full text Add to dashboard Cite

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.

show abstract

“…Differences between other attributes have also been looked at, including teacher performance (e.g., Alexander et al [7]), oral and written assessments (e.g., Huxham et al [8]), spatial and verbal domains (e.g., Bresgi et al [9]). We shall later give a few more references related to certain statistical aspects.…”

Section: Introductionmentioning

confidence: 99%

Measuring and Comparing Student Performance: A New Technique for Assessing Directional Associations

Chen

Zitikis

2017

Education Sciences

View full text Add to dashboard Cite

Measuring and comparing student performance have been topics of much interest for educators and psychologists. Particular attention has traditionally been paid to the design of experimental studies and careful analyses of observational data. Classical statistical techniques, such as fitting regression lines, have traditionally been utilized and far-reaching policy guidelines offered. In the present paper, we argue in favour of a novel technique, which is mathematical in nature, and whose main idea relies on measuring distance of the actual bivariate data from the class of all monotonic (increasing in the context of this paper) patterns. The technique sharply contrasts the classical approach of fitting least-squares regression lines to actual data, which usually follow non-linear and even non-monotonic patterns, and then assessing and comparing their slopes based on the Pearson correlation coefficient, whose use is justifiable only when patterns are (approximately) linear. We describe the herein suggested distance-based technique in detail, show its benefits, and provide a step-by-step implementation guide. Detailed graphical and numerical illustrations elucidate our theoretical considerations throughout the paper. The index of increase, upon which the technique is based, can also be used as a summary index for the LOESS and other fitted regression curves.

show abstract

The Performance Cycle: The Association between Student Achievement and State Policies Tying Together Teacher Performance, Student Achievement, and Accountability

Cited by 20 publications

References 34 publications

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

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

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

Measuring and Comparing Student Performance: A New Technique for Assessing Directional Associations

Contact Info

Product

Resources

About