State Essa Plans and Comprehensive Support and Improvement (CSI) Status
Bibliographic Data
| ID | 21581976 |
|---|---|
| Authors | Coby V Meyers (0000-0002-0394-2613, University of Virginia, Charlottesville, VA, USA, corresponding author), W Christopher Brandt (The National Center for the Improvement of Educational Assessment, Dover, NH, USA), Bryan A VanGronigen (0000-0001-8352-8473, University of Delaware, Newark, DE, USA) |
| Year | 2023 |
| Volume | 37 |
| Issue | 5 |
| Pages | 1277-1314 |
| Publication date | 2023-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048221087209 |
| OpenAlex | W4223631054 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
The Every Student Succeeds Act (ESSA) offers states increased flexibility in how they identify, rank, label, and support underperforming schools. Initial reviews of state ESSA plans, however, suggest that identification and labeling policies have remained relatively unchanged. In this study, we analyze all state ESSA plans to systematically determine how states’ identified Comprehensive Support and Improvement (CSI) schools and the criteria they set for those schools to exit CSI status. We describe our findings through the theory of institutional isomorphism, noting the many ways states responded similarly to ESSA. We close by considering what the lack of innovation in response to ESSA flexibility might mean for the future of educational policy and the implications for schools identified as underperforming
Economics · Management · Political science · Public economics · Computer Science · Educational Assessment and Improvement · Mathematics · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
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| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |