A Seat at the Table: Lessons from Tennessee's Rapid Achievement and Equity Gains

Autor/in	Matheny, Kaylee T.
Titel	A Seat at the Table: Lessons from Tennessee's Rapid Achievement and Equity Gains
Quelle	In: Education Policy Analysis Archives, 31 (2023) 43, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Matheny, Kaylee T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Policy Formation; State Policy; Academic Achievement; Achievement Gains; School Districts; Educational Policy; Educational Change; Elementary Secondary Education; Disadvantaged; Tennessee + Suchen Sie Ihr Suchwort? Politische Betätigung; Schulleistung; Achievement gain; Leistungssteigerung; School district; Schulbezirk; Politics of education; Bildungspolitik; Bildungsreform
Abstract	This study complements literature on state policymaking by exploring one state's achievement trends and policymaking during a period of remarkable achievement gains. I use mixed methods, drawing on hierarchical linear modeling and semi-structured interviews with policy actors, to explore the case of Tennessee in the post-recession period. Results indicate that Tennessee's school districts improved faster than districts in other states during this period without doing so at the expense of historically disadvantaged student groups. I argue that Tennessee's trends are a result of strong policies and a robust approach to the policymaking process. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01