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Erin J. Heys – Educational Policy, 2025
For decades, policymakers in the U.S. have leveraged accountability policy as a governing tool to lift school performance and close the achievement gap. Accountability become so widespread that it arguably became a "policy paradigm" with the passage of the federal No Child Left Behind (NCLB) Act in 2002. Yet after just 13 years of…
Descriptors: Accountability, Educational Legislation, Federal Legislation, Elementary Secondary Education
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Chaddrick D. James-Gallaway; ArCasia D. James-Gallaway; Marci Rockey; Rahsaan A. Dawson – Educational Policy, 2024
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary…
Descriptors: Racism, Critical Race Theory, Vocational Education, Educational Policy
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McQuillan, Mollie T. – Educational Policy, 2023
As policy debates concerning LGBTQ+ students and staff continue across the American education system, there is not a clear description of the prevalence of local policy protections, even in states with legislative mandates, nor a strong understanding of how to expand reform initiatives. After conducting a document analysis of policies with a…
Descriptors: LGBTQ People, Educational Policy, Board of Education Policy, School District Size
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Taylor Masamitsu – Educational Policy, 2024
In 2021, Illinois became the first state in the United States to require that K-12 students learn about Asian American history. Illinois achieved this when lawmakers passed House Bill 376 (H.B. 376), colloquially known as the Teaching Equitable Asian American Community History (TEAACH) Act. H.B. 376 received praise for being the first legislation…
Descriptors: State Legislation, Educational Legislation, Elementary Secondary Education, Asian Americans
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Ginsberg, Yuan Chang; Hollands, Fiona M.; Holmes, Venita R.; Shand, Robert; Evans, Pamela; Blodgett, Ryan; Wang, Yixin; Head, Laura – Educational Policy, 2024
The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95%…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Evidence Based Practice
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Billie-Jo Grant; Jeffrey Haverland; Jessica Kalbfleisch – Educational Policy, 2024
This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young adults. Participants (n = 511) were asked to describe their knowledge of policies and procedures regarding Title IX, the prevalence of sexual harassment,…
Descriptors: Incidence, Sexual Harassment, Elementary Secondary Education, Compliance (Legal)
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Natow, Rebecca S. – Educational Policy, 2022
This case study examined how research has been used in the federal higher education rulemaking process, through which the U.S. Department of Education implements programs under the Higher Education Act. Findings indicate that in this high-conflict policymaking process, politics infuses various forms of research use to create several overlapping…
Descriptors: Research Utilization, Politics, Higher Education, Public Policy
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Stephanie Aguilar-Smith; Erin Doran – Educational Policy, 2024
Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)--one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this…
Descriptors: Minority Serving Institutions, Hispanic American Students, Educational Policy, State Policy
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Shaw, Ryan D. – Educational Policy, 2023
Defined as the tendency for structures and groups to "grow more alike, to develop similarities" policy convergence is a recognized factor in policy analysis across fields. In the arts education sphere, this can mean adopting similar curriculum standards, imitating an after-school arts program, or even borrowing a large-scale metropolitan…
Descriptors: Art Education, Educational Policy, Policy Formation, Academic Standards
Lauren Yoshizawa – Educational Policy, 2023
The Every Student Succeeds Act's evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Educational Policy
Amanda N. Nix; Tamara Bertrand Jones; Shouping Hu – Educational Policy, 2023
Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members' perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found…
Descriptors: College Faculty, Teacher Attitudes, Educational Change, Educational Policy
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Barrett J. Taylor; Brendan Cantwell – Educational Policy, 2024
Three trends have characterized state policymaking for higher education in the 21st century: divestment, accountability, and race neutrality. These policy agendas are often justified as an attempt to optimize system efficiency and performance by making institutional actors (agents) responsive to the demands of state officials (principals). In this…
Descriptors: Higher Education, Public Colleges, Educational Trends, Policy Formation
Karen D. Thompson; Ilana M. Umansky; W. Joshua Rew – Educational Policy, 2023
Existing analytic frameworks used to analyze and report on English learner (EL) students have important limitations that complicate the efforts of policymakers, practitioners, and researchers to fully understand this group's experiences and outcomes and respond accordingly. To address this issue, we argue that education agencies should report and…
Descriptors: English Language Learners, Student Experience, Outcomes of Education, Elementary Secondary Education
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Akiba, Motoko; Howard, Cassandra – Educational Policy, 2023
The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called "lesson…
Descriptors: Federal Aid, Educational Legislation, Federal Legislation, Federal Programs
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Portz, John; Beauchamp, Nicholas – Educational Policy, 2022
This paper examines different state approaches to educational accountability in response to the Every Student Succeeds Act. Cluster analysis reveals three groups of states with similar indicator weights and rating systems, and principal component analysis identifies two dimensions underlying these clusters. We find that state-level demographics…
Descriptors: Accountability, Educational Legislation, Elementary Secondary Education, Federal Legislation
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