Instructional Alignment under No Child Left Behind

Autor/in	Polikoff, Morgan S.
Titel	Instructional Alignment under No Child Left Behind
Quelle	In: American Journal of Education, 118 (2012) 3, S.341-368 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/664773
Schlagwörter	Educational Research; Elementary Secondary Education; State Standards; Academic Achievement; Educational Change; Alignment (Education); Academic Standards; Educational Improvement; Content Analysis; English Instruction; Mathematics Instruction; Science Instruction; Language Arts; Instructional Development; Instructional Innovation; Instructional Materials; Educational Legislation; Educational Policy; Predictor Variables; Student Evaluation + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Schulleistung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Inhaltsanalyse; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachkultur; Educational Innovation; Bildungsinnovation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Prädiktor; Schulnote; Studentische Bewertung
Abstract	The alignment of instruction with the content of standards and assessments is the key mediating variable separating the policy of standards-based reform (SBR) from the outcome of improved student achievement. Few studies have investigated SBR's effects on instructional alignment, and most have serious methodological limitations. This research uses content analyses of state standards and assessments and survey data on more than 27,000 teachers' instruction in mathematics, science, and English/language arts (ELA) to investigate changes in instructional alignment between 2003 and 2009. Fixed-effects models indicate that alignment in grades K-12 mathematics increased by approximately 0.19-0.65 standard deviations, depending on the grade and target. Alignment also increased to grades K-12 standards in ELA and grades 3-8 standards in science, though the magnitudes were smaller. Multiple alternative specifications support the findings of increased alignment. Implications for research and SBR policy are discussed. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10