ERIC Number: ED475448
Record Type: Non-Journal
Publication Date: 2001-Feb
Reference Count: N/A
A Case of Successful Teaching Policy: Connecticut's Long-Term Efforts To Improve Teaching and Learning. A Research Report.
Wilson, Suzanne M.; Darling-Hammond, Linda; Berry, Barnett
In this monograph, the authors describe Connecticut's long-term efforts to implement a comprehensive set of teaching quality policies to support improved student learning. The authors begin by describing the 15-year evolution of policies designed to recruit, prepare, and support teachers, while also creating greater accountability for the acquisition of knowledge and skills on the part of both students and teachers. That description is followed by a summary of the large concomitant gains in student achievement in both mathematics and literacy and an evaluation of competing explanations for these gains. The authors conclude by hypothesizing that the power of Connecticut's teaching policy reforms lies not simply in their comprehensiveness and in the state's political stability over the last decade, but also in the power of the policies to build capacity in all participants: teachers, students, administrators, teacher educators, and state department staff alike. Goals and expectations are appended. (Contains 57 references.) (Author/SM)
Descriptors: Academic Achievement, Accountability, Educational Change, Educational Improvement, Educational Quality, Elementary Secondary Education, Teacher Improvement, Teaching Skills
Center for the Study of Teaching and Policy, University of Washington, Seattle, WA 98195-3600. Web site: http://www.ctpweb.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Center for the Study of Teaching and Policy, Seattle, WA.
Identifiers - Location: Connecticut