Un análisis de la preparación universitaria y profesional en los planes estatales de ESSA para la rendición de cuentas

Autores/as

DOI:

https://doi.org/10.14507/epaa.27.4441

Palabras clave:

reforma educativa, Every Student Succeeds Act, preparación universitaria y profesional, rendición de cuentas, equidad

Resumen

Este estudio examinó el alcance y la forma en que se enfatiza la preparación universitaria y profesional (CCR) en los planes estatales de rendición de cuentas de la Every Student Succeeds Act (ESSA). Analizamos 52 planes (50 estados, DC, Puerto Rico) utilizando marcos desarrollados por Cook-Harvey, Darling-Hammond, Lam, Mercer y Roc (2016) y Dowd y Bensimon (2015). Los resultados revelan una variación significativa, con CCR ocupando un lugar destacado en algunos planes y recibiendo mención superficial en otros. La mayoría de los estados identificaron los componentes de CCR como parte de sus indicadores de calidad escolar o de éxito estudiantil, pero pocos utilizaron ESSA para reestructurar sus iniciativas estatales para abordar las desigualdades persistentes. Incluso los estados que hacen de la CCR una característica central suelen aplicar enfoques homogeneizados que abordan la CCR para todos los estudiantes en lugar de desarrollar planes de CCR para abordar resultados desiguales para los subgrupos de estudiantes.

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Biografía del autor/a

Donald G. Hackmann, Iowa State University

Donald G. Hackmann is the Frances S. and Arthur L. Wallace Professor and Director of the School of Education at Iowa State University and Professor Emeritus at the University of Illinois at Urbana-Champaign. His research focuses on school leaders’ practices in support of college and career readiness, including career pathways, career academies, cross-sector collaboration, equity and data use, distributed leadership, and school improvement. A second research interest involves leadership preparation program quality and staffing, including characteristics of faculty, and mentoring of graduate students and novice faculty.

Joel R. Malin, Miami University

Joel R. Malin is an assistant professor of Educational Leadership at Miami University-Oxford, Ohio. Malin’s research focuses on research-practice-policy connections, and upon the leadership and organization of complex, cross-sector collaborations. His research in the latter area has primarily addressed college and career readiness reforms, occurring at the intersection of secondary and higher education. In the former area, his book The Role of Knowledge Brokers in Education (edited with Chris Brown), was published by Routledge in 2019.

Debra D. Bragg, University of Washington

Debra D. Bragg is director of Community College Research Initiatives at the University of Washington in Seattle and Edward William and Jane Marr Gutgsell Endowed Professor emerita and founding director of the Office of Community College Research and Leadership (OCCRL) at the University of Illinois at Urbana-Champaign. Dr. Bragg’s research focuses on P-20 transitions from K-12 education to community colleges and universities, as well as employment. She has led national studies on policy reforms associated with dual enrollment, college and career readiness, career pathways, career and technical education, high-performing transfer partnerships, and community college baccalaureates.

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Publicado

2019-12-16

Cómo citar

Hackmann, D. G., Malin, J. R., & Bragg, D. D. (2019). Un análisis de la preparación universitaria y profesional en los planes estatales de ESSA para la rendición de cuentas. Archivos Analíticos De Políticas Educativas, 27, 160. https://doi.org/10.14507/epaa.27.4441

Número

Vol. 27 (2019)

Sección

Articles