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Daramola, Eupha Jeanne; Allbright, Taylor N.; Marsh, Julie A. – Teachers College Record, 2023
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on…
Descriptors: School Districts, School Policy, Educational Policy, Racism
Supovitz, Jonathan A. – Teachers College Record, 2021
Background/Context: In the spring of 2015, about 135,000 New Jersey students--almost 20% of the test-eligible children--did not take the state's test. Opposition of this magnitude directly contradicted a central stipulation of the federal No Child Left Behind Act of 2001 (NCLB), which required states to test 95% of their eligible students to…
Descriptors: Standardized Tests, High Stakes Tests, Resistance (Psychology), Educational Legislation
Bartholomaeus, Clare; Riggs, Damien W. – Teachers College Record, 2022
This commentary reflects on what it means to have a mandatory policy for supporting trans students in education settings, drawing on the South Australian context. The authors argue that for policy to be productive, it needs to move beyond a document to being implemented in practice.
Descriptors: Sexual Identity, Educational Policy, Foreign Countries, Federal Government
Debbie H. Kim; Kelly Krupa Rifelj – Teachers College Record, 2021
Background: Promise programs are a quickly spreading policy tool in the free college movement. Despite their rapid spread, promise programs remain generally untested and there is even less information about how they are implemented. Research Questions: (1) In what ways were The Degree Project's (TDP) theory of change and intents represented in…
Descriptors: College Programs, Educational Practices, Program Implementation, Incentives
Winter, Marcella – Teachers College Record, 2022
Background/Context: Considered one of the most influential educators in Brazil's history, Anísio Teixeira is one of the renowned Latin American students who came to Teachers College (TC). Teixeira was a prominent reformer and educator known for advocating free, public, and secular education accessible to all children. His work as an educator and…
Descriptors: Foreign Countries, Preservice Teacher Education, Educational History, Educational Policy
Bush-Mecenas, Susan; Marsh, Julie A.; Strunk, Katharine O. – Teachers College Record, 2020
Background/Context: School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these…
Descriptors: Principals, Middle Management, Coaching (Performance), Human Capital
Khalifa, Muhammad A.; Douglas, Ty-Ron M. O.; Chambers, Terah T. – Teachers College Record, 2016
Background/Context: This article employs critical policy analysis as it examines the historical underpinnings of racialized policy discrimination in Detroit. It considers histories, discourses, and oppressive structures as it seeks to understand how policies have been and currently are implemented by Whites in predominantly Black urban areas.…
Descriptors: Educational Legislation, Federal Legislation, Desegregation Litigation, School Desegregation
Marsh, Julie A. – Teachers College Record, 2016
Background: Scholars widely acknowledge that politics help explain why policies are adopted and how they play out in states, districts, and schools. To date, political analyses of education reform tend to isolate a particular policy and examine the politics of its adoption or implementation, but pay less attention to the effects of the politics of…
Descriptors: Public Schools, School Choice, Politics of Education, School Districts
Graue, Elizabeth; Ryan, Sharon; Wilinski, Bethany; Northey, Kaitlin; Nocera, Amato – Teachers College Record, 2018
Background/Context: Early childhood education joined the standards movement in 2002 with the Good Start, Grow Smart initiative (Brown, 2007), with advocates arguing that standards were a tool for creating more continuity and coherence in PreK systems (Bowman, 2006; Kagan 2012). Critics posed concerns about a perceived poor fit between…
Descriptors: Early Childhood Education, Preschool Education, Federal Programs, Academic Standards
Wolf, Mikyung Kim; Kao, Jenny C.; Rivera, Nichole M.; Chang, Sandy M. – Teachers College Record, 2012
Background/Context: Testing accommodations have been widely utilized as a way of increasing the validity of content assessments for English language learner (ELL) students. However, concerns have also arisen regarding the appropriateness of accommodation use, including the accessibility and fairness of accommodations. While many states have…
Descriptors: Testing Accommodations, English Language Learners, Mathematics Tests, High Stakes Tests
Sunderman, Gail L.; Kim, James S. – Teachers College Record, 2007
The federal No Child Left Behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. When the law was enacted, it was unclear how this change in the distribution of power would play itself out. This study examines the…
Descriptors: Government Role, Federal Government, Politics of Education, Federal Regulation
Goldstein, Jennifer – Teachers College Record, 2009
Background/Context: Peer Assistance and Review (PAR), or peer review as it has historically been called, has existed in a handful of school districts since the early 1980s. In 1999, California became the first state to pass PAR legislation; at that time, a major district had not implemented the policy in over a decade. Setting: This is an in-depth…
Descriptors: Evaluators, Teacher Evaluation, Program Implementation, Accountability
Youngs, Peter – Teachers College Record, 2007
Background/Context: Studies of new teacher induction have typically examined the structural components of mentoring programs or documented the nature of support provided to beginning teachers. More recently, Susan Moore Johnson and her colleagues examined new teachers' induction experiences across multiple states and preparation routes. In…
Descriptors: Mentors, Beginning Teachers, Professional Development, Beginning Teacher Induction

Kagan, Sharon Lynn – Teachers College Record, 1989
This article discusses four reasons for advocacy activities related to early childhood education and child care: preserving existing programs; increasing capacity and quality of service; making early education more accessible, affordable, and equitable; and educating the public. (IAH)
Descriptors: Advocacy, Day Care, Early Childhood Education, Educational History
Wood, Diane – Teachers College Record, 2007
Background/Context: In an era of high stakes accountability, public school districts struggle to improve teaching and learning for all students. As a result, effective professional development approaches for teachers are a high priority. Recently, teachers' learning communities (LCs) have been recommended because successful LCs foster teacher…
Descriptors: Professional Autonomy, Program Effectiveness, Focus Groups, Teacher Role
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