Fidelity, Rigor, and Relevance: How SEAs Are Approaching the ESSA Evidence Requirements

Autor/in	Yoshizawa, Lauren
Titel	Fidelity, Rigor, and Relevance: How SEAs Are Approaching the ESSA Evidence Requirements
Quelle	In: Educational Policy, 37 (2023) 2, S.463-489 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoshizawa, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211029025
Schlagwörter	Federal Legislation; Educational Legislation; Elementary Secondary Education; Educational Policy; State Policy; Educational Improvement; Evidence Based Practice; School Districts; Program Implementation; Fidelity + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk
Abstract	The Every Student Succeeds Act's evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of pre-sanctioned evidence-based interventions, training schools and districts to evaluate the research supporting potential interventions, and building local evidence of effectiveness. Through interviews with state administrators, I show how each approach relied on different understandings and prioritizations of research rigor and local relevance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01