Exploring Coherence in English Language Arts Instructional Systems in Two States

• In Event: Important Issues in Leadership for Improvement

Abstract

Coherence – when instructional system components are consistent with and reinforce each other – is critical to providing teachers clear signals about what instruction should look like, which drives instructional improvement. Through a survey of state-representative sample of teachers and case studies, we explored the extent of coherence in ELA instructional systems in schools in two states (LA and RI). We found greater use of standards-aligned (SA) curriculum in LA and generally good access to curriculum supports across states and subgroups. Teachers reported rarely receiving multi-day curriculum-focused training. Teachers using SA materials especially reported interim assessments as aligned with standards and summative assessment. Based on profiles we developed, only a quarter of teachers taught in schools with coherent systems and enabling conditions.

Authors

• Elaine Lin Wang, RAND Corporation

• Allyson Gittens, RAND Corporation

• Ashley Woo, RAND Corporation

• Daniel Silver, University of Southern California

• Morgan S. Polikoff, University of Southern California

• Julia Heath Kaufman, RAND Corporation

• Shira Haderlein, University of Southern California

• V. Darleen Opfer, RAND Education