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 |
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| Language: | English |
| Authors: | Hackmann, Donald G. (ORCID |
| Source: | Education Policy Analysis Archives. Dec 2019 27(160). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | College Readiness, Career Readiness, Statewide Planning, Elementary Secondary Education, Educational Legislation, Federal Legislation, Accountability, Equal Education, Minority Group Students, Disproportionate Representation, Access to Education, Academic Achievement, Public Schools |
| Geographic Terms: | Minnesota, New York, Oregon, Arizona |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| ISSN: | 1068-2341 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1238914 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1068-2341 |
