Using Broad Education Indicators in a Standards-Based Reform: How Does It Play Out?

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Abstract

This article investigates the implementation of initiatives to expand education goals when these indicators are incorporated into a standards-based reform that often leads to curriculum narrowing. Drawing on policy enactment theory and Cultural-historical activity theory (CHAT), we explore which goals, academic or broad, prevail in policy implementation, taking the Chilean System of Education Quality Assurance as a case study. Based on qualitative data from four school cases in Santiago, Chile, the findings suggest that schools prioritise the enactment of academic goals in a way that hinders substantive teachers' practice transformation. Meanwhile, the broad indicators are addressed tactically and outside teachers’ work. We conclude that to expand schools’ goals, developing conceptual and methodological tools may be more effective than policy consequences.

Authors

• Javiera Marfán, Pontificia Universidad Catolica de Chile

• Riikka Hofmann, University of Cambridge