Instructional Alignment under No Child Left Behind

Datos Bibliográficos

ID11366016
AutoresMorgan S Polikoff (0000-0002-6135-6292, Southern California University for Professional Studies, autor de correspondencia)
Año2012
Volumen118
Número3
Páginas341-368
Fecha de publicación2012-05-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaAmerican Journal of Education (JOURNAL)
Identificadores de la revistaISSN: 0195-6744 • E-ISSN: 1549-6511
EditorialUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/664773
OpenAlexW1988861287
IdiomaEN
Citas recibidas21
Referencias citadas33

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

Academic achievement · Academic standards · Accountability · Higher education · Language arts · Learning standards · Mathematics education · No child left behind · Pedagogy · Political science · Computer Science · Educational Assessment and Improvement · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Psychology