- The document discusses the potential of large-scale, longitudinal datasets to inform policy around college and career readiness interventions in the US.
- These datasets can track individuals over time across education and workforce systems, allowing researchers to answer important policy questions about the effects and equitable impacts of interventions.
- Emerging research is exploring topics like the benefits of whole-school career technical education programs, dual enrollment pathways, and the role of education career planning supported by an adult. However, more work is still needed to understand gender stratification within career education pipelines.
Identifying District Policy Aimed At Upgrading Math And Science Curriculumnoblex1
The following discussion is based on a study of curriculum upgrading by states, districts, and schools in response to these calls for reform. We have studied a relatively specific school output: the nature and quality of the mathematics and science curriculum as offered by teachers and experienced by students.
We recognize that much education policymaking occurs piecemeal over time, with each piece motivated by a different purpose. From the perspective of the classroom, the pieces often appear disjointed and fragmented, with no coherent message. Thus, despite our somewhat rational and linear approach to describing and analyzing policy initiatives and their effects, we recognize that, at least to date, education policymaking has been far from rational and linear (though the calls for systemic reform may change this in the future).
The policy instruments of curriculum control are, at this point, fairly well known. They include state and district requirements concerning curriculum, instructional materials, and student testing. The requirements are intended to prescribe desired practice, using a variety of policy instruments that are consistent among themselves in the practices they prescribe. Policy instruments influence practice through rewarding and sanctioning compliance and through the authority to persuade based on legal status, consistency with norms, a basis in expertise, and charismatic advocacy. Clearly, state high school graduation requirements fit the curriculum-control strategy.
In contrast, the policy instruments of empowerment are much less well defined. Generally, however, the intention is to move control out of the hands of the education hierarchy and into the hands of teachers. The policy instruments for this approach are site-based management and deregulation. From an accountability perspective, new reforms replace school process requirements with school output requirements, especially the output of student achievement.
Our approach to policy analysis is somewhat atypical. Most policy analyses focus on activity at one level or another of the education hierarchy, taking a broad view of initiatives at that level. Some policy analyses focus on a particular policy instrument, such as curriculum frameworks. These analyses have been enormously useful in clarifying such matters as policy formulation and policy implementation. In contrast, by focusing on a particular school output, the nature and quality of the enacted mathematics and science curriculums in high school, our analyses slice the policy layers vertically. We look through the layers of the education hierarchy and into the classroom to determine coherence across levels as seen from the perspective of teachers, and to identify the relative influence of various policy instruments.
Source: https://ebookschoice.com/identifying-district-policy-aimed-at-upgrading-math-and-science-curriculum/
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The following discussion is based on a study of curriculum upgrading by states, districts, and schools in response to these calls for reform. We have studied a relatively specific school output: the nature and quality of the mathematics and science curriculum as offered by teachers and experienced by students.
We recognize that much education policymaking occurs piecemeal over time, with each piece motivated by a different purpose. From the perspective of the classroom, the pieces often appear disjointed and fragmented, with no coherent message. Thus, despite our somewhat rational and linear approach to describing and analyzing policy initiatives and their effects, we recognize that, at least to date, education policymaking has been far from rational and linear (though the calls for systemic reform may change this in the future).
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In contrast, the policy instruments of empowerment are much less well defined. Generally, however, the intention is to move control out of the hands of the education hierarchy and into the hands of teachers. The policy instruments for this approach are site-based management and deregulation. From an accountability perspective, new reforms replace school process requirements with school output requirements, especially the output of student achievement.
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The purpose of this session was to create a forum for open dialogue among attendees of the 2017 Alternative Accountability Policy Forum regarding challenges associated with authorizing schools serving majority opportunity youth. Authorizers from NY and DC illuminated approaches underway in their states, as moderator Leslie Talbot posed and probed for answers to audience questions. Key take-aways from this session are included.
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Disrupted Futures 2023 | Learning from large-scale, longitudinal datasets
1. What Can We Learn About Career
Readiness Interventions from
Large-Scale, Longitudinal Datasets?
OECD Disrupted Futures Conference
June 1, 2023
2. Thomas Torre Gibney, M.P.P., Senior Research Associate
Literacy Program at WestEd
Center for Economic Mobility at WestEd (USA)
Cameron Sublett, Ph.D., Associate Professor and Director
Educational Leadership & Policy Studies
University of Tennessee, Knoxville (USA)
Who We Are
3. By the end of today’s session, we hope you’ll have gained
new knowledge about…
• The modern-day policy context around college and career
readiness in the United States
• The promise and increasing availability of large-scale,
longitudinal datasets and their role in informing policy
• A small slice of the research evidence emerging from the
use of these datasets
4. The policy context: Putting the “and” back into college and career
readiness in the United States
https://www.edweek.org/teaching-learning/how-career-prep-programs-went-from-dumping-ground-to-top-priority/2023/04
5. Historically:
• Stratified system of K–12 and postsecondary/tertiary education, which has served to sort
students into different tracks based on perceived abilities and other characteristics
• Racial minorities, students of lower socioeconomic status, and low-achieving students more
likely to be sorted into tracks leading to jobs with little promise of economic mobility
• “Career readiness” programming in U.S. has been traditionally relegated to these so-called
vocational tracks
The policy context
6. Now:
• Greater interest in and funding for career readiness programming
• Increased attention to issues of equity throughout the education system
• Rise of large-scale, longitudinal datasets (3 prominent types):
• Nationally representative surveys from federal agencies like NCES
• Statewide longitudinal data systems (SLDSs) that connect data from different state agencies
• Collaborative data structures built and managed by non-profit/non-governmental organizations (e.g.,
National Student Clearinghouse)
The policy context
7. Features of these datasets that make them especially promising now:
• Ability to track individuals over time and across sectors/segments of P-20-W systems
• Many observations allow for greater computing power and ability to detect the effects of
different interventions
• Data often linked to rich demographic, geographic, and programmatic records allow
researchers to test hypotheses related to inequalities in the provision of career readiness
What do these trends mean for research and policy?
8. As a result, these datasets allow us to answer pressing, policy-relevant questions, such as:
• What are the effects of an intervention on students’ graduation, achievement, and labor
market outcomes?
• Is there evidence of equitable access to the intervention across racial/ethnic groups, family
income levels, gender, English learner status, and geographic locale?
• Under what conditions do program participants receive the greatest benefits? What factors
inhibit or facilitate successful program provision?
What do these trends mean for research and policy?
9. • Dougherty (2018) on the effect of whole-school CTE programs on high school graduation
• Edmunds et al. (2022) on postsecondary transitions for students who participate in statewide
CTE dual enrollment pathways
• Torre Gibney & Rauner (2021) on the role of a supportive adult in relation to students’ college-
going behaviors, when part of an intentional education and career planning process
• Sublett, Plasman, & Lara-Brady (forthcoming) on gender stratification within STEM-oriented
career education pipelines
What is the field learning from these developments?
10. Students who received support from an adult to develop an ECP in grade 9 were more likely than those who did
not to complete a college preparatory curriculum, enroll in college, and enroll in a bachelor’s degree program.
Values in average probabilities; * p < .05; ** p < .01; *** p < .001
11. Students who reviewed their plan yearly with an adult in school were more likely than those who did not to apply
for federal financial aid to assist with college costs, apply to college, and enroll in college
Values in average probabilities; * p < .05; ** p < .01; *** p < .001
15. How are linked data systems being used to answer policy-relevant
questions related to career readiness in your countries?
How can access to and usage of these systems be improved?
Q&A
16. Thank you!
Connect with us!
Thomas Torre Gibney
ttorreg@wested.org
https://www.linkedin.com/in/thomastorregibney
Cameron Sublett
csublet1@utk.edu