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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
Language: English
Authors: Hackmann, Donald G. (ORCID 0000-0002-3869-1201), Malin, Joel R. (ORCID 0000-0001-6642-3434), Bragg, Debra D.
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
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  Data: An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans
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  Data: <searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3869-1201">0000-0002-3869-1201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Malin%2C+Joel+R%2E%22">Malin, Joel R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6642-3434">0000-0001-6642-3434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bragg%2C+Debra+D%2E%22">Bragg, Debra D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. Dec 2019 27(160).
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  Data: 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
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  Data: 31
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 1068-2341
– Name: Abstract
  Label: Abstract
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  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.
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  Data: 2020
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  Label: Accession Number
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  Data: EJ1238914
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Statewide Planning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Minnesota
        Type: general
      – SubjectFull: New York
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Arizona
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
    Titles:
      – TitleFull: An Analysis of College and Career Readiness Emphasis in ESSA State Accountability Plans
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              Y: 2019
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