Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks


  • Elizabeth Leisy Stosich Fordham University
  • Thomas Hatch Teachers College, Columbia University
  • Kathryn Hill Research Alliance for New York City Schools
  • Rachel Roegman University of Illinois, Urbana-Champaign
  • David Allen College of Staten Island, CUNY



educational policy, district reform, coherence, Common Core, teacher evaluation, social networks


In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts.


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Author Biographies

Elizabeth Leisy Stosich, Fordham University

Elizabeth Leisy Stosich is an Assistant Professor in Educational Leadership, Administration, and Policy at Fordham University. Her research focuses on the challenge of increasing the capacity of educators and organizations to productively respond to policies and programs designed to improve equity and excellence in educational opportunities. 

Thomas Hatch, Teachers College, Columbia University

Thomas Hatch (@tch960) is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of school reform efforts at the school, district, and national levels. His current work focuses on efforts to create more powerful learning experiences both inside and outside schools in developed and developing contexts.  

Kathryn Hill, Research Alliance for New York City Schools

Kathryn Hill, Ph.D., is a Research Associate at the Research Alliance for New York City Schools. She contributes to a number of projects for the Research Alliance, particularly studies examining the causes and consequences of inequality for historically marginalized NYC students.

Rachel Roegman, University of Illinois, Urbana-Champaign

Rachel Roegman is an Assistant Professor of Educational Leadership in the Department of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. Her research examines the development and support of equity-focused leaders. Her work has been influenced by her experiences as a middle school teacher in traditional and alternative schools and her commitment to anti-racist, equity-focused practice.

David Allen, College of Staten Island, CUNY

David Allen is a Professor of English Education. His research focuses on how groups collaborate and create together, in schools and other settings.




How to Cite

Stosich, E. L., Hatch, T., Hill, K., Roegman, R., & Allen, D. (2021). Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks. Education Policy Analysis Archives, 29(January - July), 60.