Uma análise da faculdade e da prontidão profissional nos planos estaduais da ESSA para prestação de contas

Autores

DOI:

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

Palavras-chave:

reforma educacional, Every Student Succeeds Act, prontidão para faculdade e carreira, prestação de contas, equidade

Resumo

Este estudo examinou a extensão e a maneira pela qual a faculdade e a prontidão para a carreira (CCR) são enfatizadas nos planos estaduais da Every Student Succeeds Act (ESSA) para prestação de contas. Analisamos 52 planos (50 estados, DC, Porto Rico) usando estruturas desenvolvidas por Cook-Harvey, Darling-Hammond, Lam, Mercer e Roc (2016) e Dowd e Bensimon (2015). As descobertas divulgam variações significativas, com a CCR apresentando destaque em alguns planos e recebendo menção superficial em outros. A maioria dos estados identificou componentes da RCC como parte de seus indicadores de qualidade escolar ou de sucesso dos alunos, mas poucos usaram a ESSA para reestruturar suas iniciativas estaduais para tratar das desigualdades persistentes. Mesmo os estados que fazem da CCR um recurso central geralmente aplicam abordagens homogeneizadas abordando a CCR para todos os alunos, em vez de desenvolver planos de CCR para abordar resultados desiguais para os subgrupos de estudantes.

 

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Biografia do Autor

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

Como Citar

Hackmann, D. G., Malin, J. R., & Bragg, D. D. (2019). Uma análise da faculdade e da prontidão profissional nos planos estaduais da ESSA para prestação de contas. Arquivos Analíticos De Políticas Educativas, 27, 160. https://doi.org/10.14507/epaa.27.4441

Edição

v. 27 (2019)

Seção

Articles