A seat at the table: Lessons from Tennessee’s rapid achievement and equity gains
Keywords:state policy, achievement, achievement gaps, hierarchical linear modeling, mixed methods
This study complements literature on state policymaking by exploring one state’s achievement trends and policymaking during a period of remarkable achievement gains. I use mixed methods, drawing on hierarchical linear modeling and semi-structured interviews with policy actors, to explore the case of Tennessee in the post-recession period. Results indicate that Tennessee’s school districts improved faster than districts in other states during this period without doing so at the expense of historically disadvantaged student groups. I argue that Tennessee’s trends are a result of strong policies and a robust approach to the policymaking process.
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Copyright (c) 2023 Kaylee T. Matheny
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