The Relation Between State and District Literacy Standards: Issues of Alignment, Influence, and Utility
This Research Report explores how state content standards in reading affect local content standards. The study, undertaken in four states, shows that under the guise of alignment between state and local standards, there is considerable variability, and that the usefulness of the state's efforts to promote local standards-based reform in this areas of the curriculum depends on various attributes of the state policy, the characteristic relationship between state and local level, and local engagement in professional development.
Meeting the Needs of Failing Readers: Cautions and Considerations for State Policy
In this CTP Occasional Paper, the authors' findings are a caution to policymakers and educators who may be tempted to treat the same all students who score below standard on statewide reading assessments. By probing beneath student's failing scores on a 4th-grade state reading assessment, the authors found that scores masked distinctive and multifaceted problems having to do with 1) word identification, 2) fluency, and 3) meaning.
District policy and beginning teachers
ERS Spectrum: Journal of School Research and Information, 20,12-22.
District Policy and Beginning Teachers: Where the Twain Shall Meet
This Research Report looks at the role that policies concerning curriculum, professional development, and mentoring in two reform-active districts played in shaping the experiences and concerns of three first-year language arts teachers.