A Framework for Assessing the Quality of Instructional Policy Designs

• In Event: Designing and Evaluating Instructional Practice and Outcomes

Abstract

This paper presents a conceptual argument about the design of instructional policy, rooted in case study research on school district instructional reform over the last two decades and in relevant theories concerning the nature of policy and dynamics of organizational and educational change. On the premise that policy designs matter and their quality can offer potentially important partial explanations for policy success or failure, the paper constructs a Framework for assessing policy design quality, and offers the results of a modest empirical “test” of the Framework in two contrasting school districts.

Author

• Michael S. Knapp, University of Washington