How State Education Agencies Acquire and Use Research in School Improvement Strategies

Goertz, Margaret E.; Barnes, Carol A.; Massell, Diane

doi:10.12698/cpre.2013.rb55

Cited by 17 publications

(20 citation statements)

References 8 publications

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“…The statewide system of support includes a dense network (Russell et al, 2015) of both system and nonsystem actors, which also suggests high levels of cross-actor communication. This reinforces prior work by Goertz, Barnes, Massell, Fink, and Francis (2013) that some SEAs are becoming less siloed and more collaborative. Moreover, recent evidence (LiCalsi, Citkowicz, Friedman, & Brown, 2015) has shown how Massachusetts’ model was successful in creating conditions that fostered positive results in priority schools, but progress took time.…”

Section: Discussionsupporting

confidence: 88%

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

VanGronigen

Meyers

2017

Educational Policy

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School turnaround—the rapid improvement of student achievement in low-performing schools—is increasingly a major topic of interest in K-12 public education. Federal legislation has left varying degrees of school improvement–related responsibilities up to states, and policy makers have divergent views about how to realize turnaround. We investigate and describe how each state education agency (SEA) is administering school turnaround efforts in federally designated priority schools. To accomplish this, we examined a variety of publicly available documents from SEA websites and summarized the data into three overarching categories. We discuss how this finding has significant implications for policy makers and SEAs, especially as the Every Student Succeeds Act (ESSA) is implemented.

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Section: Discussionsupporting

confidence: 88%

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

VanGronigen

Meyers

2017

Educational Policy

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“…The professional development literature is clear (Yoon Duncan, Lee, Scarloss, & Shapley2007); without continued application with ongoing monitoring and mentoring, there will generally be little to no effect on teaching and/or student outcomes. As noted earlier (Goertz et al 2013), educators are searching for resources to support research-based school improvement and are turning to resources, such as modules produced by technical assistant centers and federally funded projects (e.g., MAST modules). Rural states and districts, in particular, have noted the use of modules to support their diverse needs (e.g., lack of large numbers of teachers within proximity of each other to fund professional development, mentoring, and monitoring and make it feasible and practical; Suppo & Mayton, 2014).…”

Section: Change To Instructionmentioning

confidence: 99%

“…In a recent policy brief by the Consortium for Policy Research in Education, Goertz, Barnes, and Massell (2013) investigated how state education agencies (SEA) search for, select, and use research in school improvement strategies. Data from this exploratory study indicated that technical assistance centers and professional membership associations are among the "external sources" referenced to improve outcomes.…”

mentioning

confidence: 99%

The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability

Jimenez

Mims

Baker

2016

Rural Special Education Quarterly

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With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.

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“…Research on CCSS implementation found that teachers do turn to their SEAs, among other sources, for information about standards within their state (Kane et al, 2016;Opfer et al, 2016). SEAs can, and in many cases do, create their own curricular and professional resources or otherwise seek expertise internally (Goertz, Barnes, Massell, Fink, & Francis, 2013). However, research cataloguing the sponsors of all state-provided standards resources for secondary ELA demonstrates that most frequently, SEAs turn to a relatively small set of external organizations for resources (Hodge, Salloum, & Benko, 2016).…”

mentioning

confidence: 99%

Tracing States’ Messages About Common Core Instruction: An Analysis of English/ Language Arts and Close Reading Resources

Hodge

Benko

Salloum

2020

Teachers College Record

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Background A common set of standards enables the sharing of curricular and professional development resources across state lines. In a previous study of state-provided standards resources for English/language arts, we identified the number of state educational agencies linking to different organizations’ resources. We then identified the 10 most influential organizations; in other words, the organizations to which the highest number of states had linked as resource sponsors. However, little is known about the content of the resources from the most influential organizations. Purpose The first goal of this study was to describe the state-provided resources sponsored by the 10 most influential organizations, including the standards and topics addressed. The second goal was to identify the instructional messages about close reading present in those resources, as well as how consistent those messages were across resources and across organizations. Research Design This study used qualitative coding and descriptive analyses to identify standards and topics included in 177 individual resources in the form of articles, curriculum guidelines, instructional aids, professional development, and student work. We utilized social network analysis to visualize the connections between topics the resources addressed and their organizational sponsors. Then, we used qualitative coding and social network analysis to identify and visualize messages about close reading from a smaller set of resources. Conclusions This study finds that resources emphasized standards focused on reading closely and academic vocabulary. Resources focused most heavily on the topics of reading informational text, complex text and academic language, and reading literature; topics that were less represented included special student populations, curricular design, and narrative writing. This study also finds that the resources’ positions on how teachers should enact close reading diverged around the extent to which historical or background knowledge ought to be allowed to inform students’ reading. This work adds to a small but growing body of research applying social network analysis to visualize the relationships between organizations and ideas. We recommend that teachers, as well as state and district leaders, who are searching for helpful resources turn to literacy organizations like the National Council of Teachers of English and the International Literacy Association as organizations that are concerned with the profession as a whole rather than with one particular standards policy and may therefore present a broader and more integrated view of ELA instruction.

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How State Education Agencies Acquire and Use Research in School Improvement Strategies

Cited by 17 publications

References 8 publications

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability

Tracing States’ Messages About Common Core Instruction: An Analysis of English/ Language Arts and Close Reading Resources

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