Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction

Autor/inn/en	Edgerton, Adam K.; Desimone, Laura M.
Institution	Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Titel	Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction
Quelle	(2017), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Policy; College Readiness; Career Readiness; Academic Standards; English Language Learners; Disabilities; School Districts; Elementary Secondary Education; Language Arts; Mathematics Instruction; Standardized Tests; State Standards; Principals; Power Structure; Alignment (Education); Attitudes; Barriers; Program Implementation; Administrators; Educational Resources; Elementary School Teachers; Secondary School Teachers; Course Content; Kentucky + Suchen Sie Ihr Suchwort? Handicap; Behinderung; School district; Schulbezirk; Sprachkultur; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Principal; Schulleiter; Attitude; Einstellung; Verhalten; Bildungsmittel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kursprogramm
Abstract	The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. A stratified random sampling technique designed to ensure the sample was representative of districts in Kentucky was employed. In each of the 89 districts, 285 elementary schools were identified. In each of these elementary schools, two 4th-grade math teachers, two 5th-grade ELA teachers, one SWD teacher, and one ELL teacher were sampled. In the 125 high schools in the study, two ELA teachers and one teacher in each of the following specialties or subjects: SWD, ELL, algebra I, algebra 2, and geometry were sampled. Those three math subjects were chosen because they are the most common high school math courses, thus including them maximizes the number of high school target course responses that were obtained. Researchers wanted to identify math classes enrolling students who were likely to be required to take the state mathematics assessment. In total, 353 principals (or designated staff) out of the 841 eligible principals completed the principal survey in Kentucky, for a response rate of 42%; and 554 out of 1731 sampled teachers responded, for a response rate of 32%. Counts are for overall participation, as every district was included in the sample. (ERIC).
Anmerkungen	Center on Standards, Alignment, Instruction, and Learning. 3700 Walnut Street, Philadelphia, PA 19104. 3-mail: gse-csail@gse.upenn.edu; Web site: https://www.c-sail.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01