Mixed Signals? Educator Sense-Making of Multiple Policies During Common Core Implementation in Two Metropolitan Districts

• In Event: Perspectives on Curriculum Policy Implementation: History, People, and Places

Abstract

This study presents a multiple-site case study of how teachers, coaches, and leaders in two metropolitan districts in different states—Florida and New York—made sense of their rapidly changing policy contexts. In 2010, both states adopted the CCSS, new teacher evaluation policies, and ensured that curricula were aligned with the CCSS. New York adopted CCSS-aligned assessments in 2013, while Florida did not implement new assessments until 2015. Both states had high levels of accountability for students and teachers based on state assessments, but the New York district had higher levels of policy alignment than the Florida district, allowing the researchers to tease out relationships between alignment, accountability, and policy implementation during a time of significant policy change.

Authors

• Emily Hodge, Montclair State University

• Elizabeth Leisy Stosich, Fordham University