Aligning Content and Mode of Instruction Across the Early Grades: A Study of Policies and Practices in the Boston Public School District

• In Event: Cross-Sector Policy Alignment and Early Learning: Evidence From the Early Learning Network

Abstract

It is difficult for school districts to create learning experiences that align standards, curriculum, and assessments across the early grades, given bureaucratic and pedagogical challenges in implementing programs that appropriately build in complexity across time (Manship et al., 2016; Stipek, et al., 2017). Using a mixed methods approach, the study aimed to identify policies and practices in Boston Public Schools (BPS) that have been effective in implementing aligned educational experiences from Pre-K – 2nd grade. Qualitative data including interviews, a document review of district policies, regulations, and grants, and observations of teacher professional development were compiled and organized into a content matrix. Survey data were collected from school administrators and teachers, and teachers participated in classroom observations. Descriptive statistics and regression analyses were run to examine support for alignment as well as the extent to which alignment support correlated with use of cross-grade curricula, professional development, and teacher planning. Findings demonstrated that creation of a Department of Early Childhood (DEC) responsible for directing Pre-K – 2nd grade within BPS reduced bureaucratic challenges for alignment. The DEC’s ability to procure grant funding enabled BPS to create a curriculum that aligned content and methods of instruction across grade levels, but implementation has been hampered by limitations in the DEC’s ability to provide regular, on-going coaching to teachers. Ninety-two percent of administrators and 78% of teachers endorsed the aligned curriculum at moderate to high levels. In schools with higher levels of alignment support, fidelity to the curriculum was greater, on average.

Authors

• Meghan McCormick, MDRC

• Christina Weiland, University of Michigan

• JoAnn Hsueh, MDRC

• Nicole Leacock, MDRC

• Laura Schick, University of Michigan