ERIC Number: ED417942
Record Type: RIE
Publication Date: 1998
Instructional Policy and Classroom Performance: The Mathematics Reform in California.
Cohen, David K.; Hill, Heather C.
Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. It is assumed that manipulating these elements of instructional policy will change teachers' practice which will then improve student performance. These ideas are formalized into a rudimentary model of the relations among instructional policy, teaching, and learning. This report proposes that successful instructional policies are themselves instructional in nature because teachers figure as a key connection between policy and practice. Their opportunities to learn about and from policy are a crucial influence both on their practice and, at least indirectly, on student achievement. Using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores, the influence of assessment, curriculum, and professional development on teacher practice and student achievement is examined. Results bear out the usefulness of the model in proving that under identified circumstances, policy can affect practice and both can affect student performance. Contains 28 references, 3 appendices, 11 data tables, and endnotes. (Author/NB)
Descriptors: Educational Policy, Elementary Secondary Education, Instructional Improvement, Mathematics Achievement, Mathematics Curriculum, Mathematics Instruction, Professional Development, Teaching Methods
Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($12 each prepaid includes postage and handling; quantity discounts).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
IES Cited: EJ678481; ED485754