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.
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.
ERS Spectrum: Journal of School Research and Information, 20,12-22.
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.