A Multistate Critical Policy Analysis of Social Studies Standards Committee Processes

Dados Bibliográficos

ID11366206
AutoresChristopher C Martell (0000-0002-3251-3439, Arizona State University, autor correspondente), Lauren McArthur Harris (0000-0002-0620-2215, Arizona State University), Jami Carmichael (0009-0000-7723-0646, University of Massachusetts Boston), J’Shon Lee (University of Massachusetts Boston), Jennifer P Chalmers, Jennifer Chalmers (0009-0001-6276-9769, University of Massachusetts Boston)
Ano2025
Volume131
Fascículo3
Páginas397-423
Data de publicação2025-05-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoAmerican Journal of Education (JOURNAL)
Identificadores do periódicoISSN: 0195-6744 • E-ISSN: 1549-6511
EditoraUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/734976
OpenAlexW4409048065
IdiomaEN
Referências citadas44

Purpose: This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Research Methods/Approach: Using a critical education policy studies approach, researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Findings: (1) States had varying levels of internal and external transparency. Many involved partisan control over the standards’ development, with state education agency (SEA) specialists having a clearer understanding of the process than educators. (2) Although all states had standards development committees composed of stakeholders, usually including educators, they varied in the processes used to develop standards. Language across states about timelines and committee compositions varied and was often vague or imprecise. (3) Educators generally had far less power and influence on the final standards compared with SEA specialists and politicians in the process. (4) Although the inclusion of politicians and special interest groups in the standards development process does have an important democratic role, they could also be disruptive to the work of educators on committees and sometimes had a direct effect on what content was eventually included or excluded. Implications: If state educational standards are to have a positive influence on classrooms, teachers should have trust that they are high quality and that fellow educators had a major role in their creation. Yet the actual role of educators in these processes is questioned, especially if they have their work undone by politicians or special interest groups

Policy analysis · Political science · Sociology · Educator Training and Historical Pedagogy · Evaluation and Performance Assessment · Innovative Teaching Methodologies in Social Sciences · Public Administration