“The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction

Author(s)Stornaiuolo, Amy
Author(s)Desimone, Laura
Author(s)Polikoff, Morgan
Date Accessioned2023-09-13T15:27:38Z
Date Available2023-09-13T15:27:38Z
Publication Date2023-03-30
DescriptionStornaiuolo, A., Desimone, L., & Polikoff, M. (2023). “The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction. American Educational Research Journal, 60(3), 521–561 was originally published in American Educational Research Journal. The version of record is available at: https://doi.org/10.3102/00028312231161037. © 2023 The Author(s). https://journals.sagepub.com/home/aer. Article reuse guidelines: sagepub.com/journals-permissions.
AbstractThis study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called “flexible specificity”—flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.
SponsorNote The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C150007. We would like to acknowledge the efforts of the PI Andrew Porter and the research team involved in the data collection and analysis reported here: Meghan Comstock, Adam Edgerton, Nelson Flores, Erica Salvidar Garcia, Shira Haderlein, Jillian Harkins, Phil Nichols, and Katie Pak.
CitationStornaiuolo, A., Desimone, L., & Polikoff, M. (2023). “The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction. American Educational Research Journal, 60(3), 521–561. https://doi.org/10.3102/00028312231161037
ISSN1935-1011
URLhttps://udspace.udel.edu/handle/19716/33299
Languageen_US
PublisherAmerican Educational Research Journal
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
Keywordsquality education
Title“The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction
TypeArticle
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