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Still Choosing Blindly: Comparing Core Reading Instruction Policy and Practice

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Title: Still Choosing Blindly: Comparing Core Reading Instruction Policy and Practice
Language: English
Authors: Rachel Brown-Chidsey, Sara M. Flanagan, Shaelyn Drypolcher
Source: Journal of Educational Leadership and Policy Studies. 2025 9(2).
Availability: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Elementary Secondary Education
Descriptors: Elementary Schools, Public Schools, Administrators, Administrator Attitudes, Assistant Principals, Principals, Superintendents, Evidence Based Practice, Reading Instruction, Multi Tiered Systems of Support, Common Core State Standards, Educational Policy, Educational Practices, Administrator Surveys, Educational Legislation, Federal Legislation, Elementary Secondary Education
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015, No Child Left Behind Act 2001
ISSN: 2473-2826
Abstract: Recent U.S. education policies require that public schools utilize evidence-based practices (EBP) for instruction and intervention. These requirements coincide with the development of multi-tiered systems of support (MTSS) as a practice that offers timely interventions for students not meeting grade-level goals. Within an MTSS, Tier 1 core instruction is provided for all students in the general education classroom and serves as the foundation of other supports. This study examined whether the Tier 1 core reading instruction in elementary schools met the standards for EBP included in the Every Student Succeeds Act. Results and implications for school leaders are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492492
Database: ERIC
FullText Text:
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  Data: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Surveys%22">Administrator Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: Recent U.S. education policies require that public schools utilize evidence-based practices (EBP) for instruction and intervention. These requirements coincide with the development of multi-tiered systems of support (MTSS) as a practice that offers timely interventions for students not meeting grade-level goals. Within an MTSS, Tier 1 core instruction is provided for all students in the general education classroom and serves as the foundation of other supports. This study examined whether the Tier 1 core reading instruction in elementary schools met the standards for EBP included in the Every Student Succeeds Act. Results and implications for school leaders are discussed.
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  Data: EJ1492492
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      – Text: English
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      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Administrators
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Common Core State Standards
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Every Student Succeeds Act 2015
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      – SubjectFull: No Child Left Behind Act 2001
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    Titles:
      – TitleFull: Still Choosing Blindly: Comparing Core Reading Instruction Policy and Practice
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