Teachers' response to standards-based reform: Probing reform assumptions in Washington State.

Authors

  • Hilary Loeb University of Washington
  • Michael S. Knapp University of Washington
  • Ana M. Elfers University of Washington

DOI:

https://doi.org/10.14507/epaa.v16n9.2008

Keywords:

teacher surveys, state standards, statewide assessment, multicultural education

Abstract

Because teachers' efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this paper focuses on the assumptions embedded in Washington state's approach. Survey data from a representative sample of teachers suggest that the state's program of high student learning standards, aligned assessments and an accountability system has shaped teachers' instructional practice and their students' learning in ways that the state's reform theory assumes. However, teachers' concerns about student achievement and instructional supports indicate problems with the inherent logic of the state's reform regarding how well it serves a diverse student population.

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Author Biographies

Hilary Loeb, University of Washington

Hilary Loeb is a Research Analyst at the Human Services Policy Center in the Daniel J. Evans School of Public Affairs at the University of Washington.

Michael S. Knapp, University of Washington

Michael S. Knapp is the Director of the Center for the Study of Teaching & Policy, and Professor of Educational Leadership & Policy Studies, at the University of Washington.

Ana M. Elfers, University of Washington

Ana M. Elfers is a researcher in the Center for the Study of Teaching and Policy at the University of Washington

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Published

2008-04-21

How to Cite

Loeb, H., Knapp, M. S. ., & Elfers, A. M. . (2008). Teachers’ response to standards-based reform: Probing reform assumptions in Washington State. Education Policy Analysis Archives, 16, 9. https://doi.org/10.14507/epaa.v16n9.2008

Issue

Section

Articles