Exploring How Alignment and Accountability Shape Teachers' Implementation of Early Learning Standards

• In Event: Intense Challenges and Opportunities in Curriculum Policy

Abstract

Early learning standards (ELS) aim to improve instructional quality and ensure consistency of children’s learning experiences across settings. This paper uses data from a qualitative study to test hypotheses Coburn, Hill, and Spillane (2016) drew from implementation research to examine how alignment and accountability shape ECE teachers’ implementation of the Vermont Early Learning Standards (VELS). Findings support the hypothesis that weak accountability and low alignment is associated with few instructional changes, while teachers with higher alignment (possessing a copy of the VELS, attending ongoing PD to apply VELS in context) and stronger accountability (leader encouragement, parent pressure), were more likely to implement VELS. Variation in VELS implementation raises concerns about equity across ECE settings and implications for policy improvement discussed.

Author

• Kaitlin Northey, The University of Vermont