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ERIC Number: ED450354
Record Type: Non-Journal
Publication Date: 2000
Pages: 37
Abstractor: N/A
Reference Count: N/A
Effects of Reading Policy on Classroom Instruction and Student Achievement. CELA Research Report.
Allington, Richard L.
Every 30 years or so, a very public yet personal debate about the nature of appropriate reading instruction emerges in the media and in the policy talk in legislative venues. It manifests itself in a "code-emphasis" vs. "meaning-emphasis" dichotomous debate that wears on the teaching profession at the same time that it sells newspapers and advances political careers and agendas. At the present time, the country is enmeshed in the latest incarnation of the longstanding debate. This report contends that the recent research on educational policymaking and, especially, the research on policy implementation and impacts provides at least a glimpse of the likely impact the flurry of recent policies may have on educational practice. And that glimpse suggests that current educational practice will survive largely unaltered except at the margins. The report first examines the recent policymaking context, the new national emphasis on content standards. It then discusses in depth various studies exploring the effects of policymaking in beginning reading instruction. The paper finds that most studies of the effects of educational policymaking have investigated only the first aspect of the policy logic: how policies impact instruction. Most studies of policy implementation never actually address the second aspect of policy logic: that the changed instruction will produce enhanced student achievement. The paper then suggests how the effects of policymaking on student achievement might be studied, and it discusses who gets assessed when estimating effects of policy on student achievement. Contains 2 notes and 72 references. (NKA)
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Web site:
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.