Coherence of State-Level English Language Art Instructional Policies in Louisiana, Tennessee, and Rhode Island

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Insights From Large-Scale Curriculum Reforms: Opportunities and Challenges in Current Policy to Support Student Learning and Development (Table 2)

Abstract

State education agencies are uniquely well-positioned to foster greater instructional coherence at local levels by helping schools and districts more strongly connect the multiple supports and sources of guidance that teachers receive, such as curriculum materials, professional learning, student assessments, and teacher evaluations. States’ policies and strategies are likely to be even more effective if their own policies are coherent. Thus, we explore how policies in three states, Louisiana, Rhode Island, and Tennessee, are supporting teaching and learning in English Language Arts (ELA) and how state officials are conceptualizing and creating coherence among their state policies for ELA. According to state officials, the adoption of high-quality instructional materials provides the foundation for instructional system coherence.

Authors

• Ashley Woo, Pardee RAND Graduate School
  Presenting Author

• Allyson Gittens, RAND Corporation
  Presenting Author

• Elaine Lin Wang, RAND Corporation
  Non-Presenting Author

• Julia Heath Kaufman, RAND Corporation
  Non-Presenting Author