NotesFAQContact Us
Search Tips
ERIC Number: ED547663
Record Type: Non-Journal
Publication Date: 2013-Nov
Pages: 25
Abstractor: ERIC
Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Research Report
Supovitz, Jonathan
Consortium for Policy Research in Education
District policy makers never have more potential influence than when they are crafting a Policy. In this paper Jonathan Supovitz argues, that the success of an instructional policy depends to some extent on the choices made in its crafting before it is let loose upon the world. The way a policy is framed and designed has important implications for the way people receive and understand it, and the extent to which they respond to it. The choices embedded within its design are essentially a set of signals that interact with a variety of influences, both real and perceptual, as it is received, interpreted, and enacted upon by its intended audience. To illustrate this idea, the focus of this paper is on the design of a 2011 New York City Department of Education policy intended to engage teachers across the City during the 2011-12 school year with the Common Core State Standards, called the Common Core Learning Standards (CCLS) in New York City. A close analysis of the language of the CIEs, with companion explanations from interviews with the architects of the policy about their thoughts and decisions during its construction, show a set of careful choices and knowledge-informed decisions about what they thought were the best ways to encourage teachers, school leaders, and school support providers to learn about the expectations of the CCLS and their implications in order to bring about real changes in school and teacher practices.
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium for Policy Research in Education; GE Foundation
Identifiers - Location: New York