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An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans.

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Title: An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans.
Alternate Title: Un análisis de la preparación universitaria y profesional en los planes estatales de ESSA para la rendición de cuentas.
Uma análise da faculdade e da prontidão profissional nos planos estaduais da ESSA para prestação de contas.
Authors: Hackmann, Donald G.1 dghack@iastate.edu, Malin, Joel R.2 malinjr@miamioh.edu, Bragg, Debra D.3 bragg.associates.inc@gmail.com
Source: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 12/16/2019, Vol. 27 Issue 157-160, p1-28. 28p.
Subject Terms: *Preparedness, *Universities & colleges, *Occupations, *Educational change
Geographic Terms: Puerto Rico, United States
Abstract (English): This study examined the extent and manner in which college and career readiness (CCR) is emphasized in Every Student Succeeds Act (ESSA) state accountability plans. We analyzed 52 plans (50 states, DC, Puerto Rico) using frameworks developed by Cook-Harvey, Darling- Hammond, Lam, Mercer, and Roc (2016) and Dowd and Bensimon (2015). Findings disclose significant variation, with CCR featuring prominently in some plans and receiving cursory mention in others. Most states identified CCR components as part of their school quality or student success indicators but few used ESSA to restructure their state initiatives to address persistent inequities. Even states making CCR a central feature typically applied color-blind approaches, addressing CCR for all students rather than developing CCR plans to address inequitable outcomes for student subgroups. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este estudio examinó el alcance y la forma en que se enfatiza la preparación universitaria y profesional (CCR) en los planes estatales de rendición de cuentas de la Every Student Succeeds Act (ESSA). Analizamos 52 planes (50 estados, DC, Puerto Rico) utilizando marcos desarrollados por Cook-Harvey, Darling-Hammond, Lam, Mercer y Roc (2016) y Dowd y Bensimon (2015). Los resultados revelan una variación significativa, con CCR ocupando un lugar destacado en algunos planes y recibiendo mención superficial en otros. La mayoría de los estados identificaron los componentes de CCR como parte de sus indicadores de calidad escolar o de éxito estudiantil, pero pocos utilizaron ESSA para reestructurar sus iniciativas estatales para abordar las desigualdades persistentes. Incluso los estados que hacen de la CCR una característica central suelen aplicar enfoques homogeneizados que abordan la CCR para todos los estudiantes en lugar de desarrollar planes de CCR para abordar resultados desiguales para los subgrupos de estudiantes. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Este estudo examinou a extensão e a maneira pela qual a faculdade e a prontidão para a carreira (CCR) são enfatizadas nos planos estaduais da Every Student Succeeds Act (ESSA) para prestação de contas. Analisamos 52 planos (50 estados, DC, Porto Rico) usando estruturas desenvolvidas por Cook-Harvey, Darling-Hammond, Lam, Mercer e Roc (2016) e Dowd e Bensimon (2015). As descobertas divulgam variações significativas, com a CCR apresentando destaque em alguns planos e recebendo menção superficial em outros. A maioria dos estados identificou componentes da RCC como parte de seus indicadores de qualidade escolar ou de sucesso dos alunos, mas poucos usaram a ESSA para reestruturar suas iniciativas estaduais para tratar das desigualdades persistentes. Mesmo os estados que fazem da CCR um recurso central geralmente aplicam abordagens homogeneizadas abordando a CCR para todos os alunos, em vez de desenvolver planos de CCR para abordar resultados desiguais para os subgrupos de estudantes. [ABSTRACT FROM AUTHOR]
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans.
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  Data: Un análisis de la preparación universitaria y profesional en los planes estatales de ESSA para la rendición de cuentas.<br />Uma análise da faculdade e da prontidão profissional nos planos estaduais da ESSA para prestação de contas.
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  Data: *<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupations%22">Occupations</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink>
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– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This study examined the extent and manner in which college and career readiness (CCR) is emphasized in Every Student Succeeds Act (ESSA) state accountability plans. We analyzed 52 plans (50 states, DC, Puerto Rico) using frameworks developed by Cook-Harvey, Darling- Hammond, Lam, Mercer, and Roc (2016) and Dowd and Bensimon (2015). Findings disclose significant variation, with CCR featuring prominently in some plans and receiving cursory mention in others. Most states identified CCR components as part of their school quality or student success indicators but few used ESSA to restructure their state initiatives to address persistent inequities. Even states making CCR a central feature typically applied color-blind approaches, addressing CCR for all students rather than developing CCR plans to address inequitable outcomes for student subgroups. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Este estudio examinó el alcance y la forma en que se enfatiza la preparación universitaria y profesional (CCR) en los planes estatales de rendición de cuentas de la Every Student Succeeds Act (ESSA). Analizamos 52 planes (50 estados, DC, Puerto Rico) utilizando marcos desarrollados por Cook-Harvey, Darling-Hammond, Lam, Mercer y Roc (2016) y Dowd y Bensimon (2015). Los resultados revelan una variación significativa, con CCR ocupando un lugar destacado en algunos planes y recibiendo mención superficial en otros. La mayoría de los estados identificaron los componentes de CCR como parte de sus indicadores de calidad escolar o de éxito estudiantil, pero pocos utilizaron ESSA para reestructurar sus iniciativas estatales para abordar las desigualdades persistentes. Incluso los estados que hacen de la CCR una característica central suelen aplicar enfoques homogeneizados que abordan la CCR para todos los estudiantes en lugar de desarrollar planes de CCR para abordar resultados desiguales para los subgrupos de estudiantes. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: Este estudo examinou a extensão e a maneira pela qual a faculdade e a prontidão para a carreira (CCR) são enfatizadas nos planos estaduais da Every Student Succeeds Act (ESSA) para prestação de contas. Analisamos 52 planos (50 estados, DC, Porto Rico) usando estruturas desenvolvidas por Cook-Harvey, Darling-Hammond, Lam, Mercer e Roc (2016) e Dowd e Bensimon (2015). As descobertas divulgam variações significativas, com a CCR apresentando destaque em alguns planos e recebendo menção superficial em outros. A maioria dos estados identificou componentes da RCC como parte de seus indicadores de qualidade escolar ou de sucesso dos alunos, mas poucos usaram a ESSA para reestruturar suas iniciativas estaduais para tratar das desigualdades persistentes. Mesmo os estados que fazem da CCR um recurso central geralmente aplicam abordagens homogeneizadas abordando a CCR para todos os alunos, em vez de desenvolver planos de CCR para abordar resultados desiguais para os subgrupos de estudantes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=140814536
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        Value: 10.14507/epaa.27.4441
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        Text: English
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        Type: general
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      – TitleFull: An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans.
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              Text: 12/16/2019
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