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ERIC Number: EJ975442
Record Type: Journal
Publication Date: 2012-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0162-3737
The Association of State Policy Attributes with Teachers' Instructional Alignment
Polikoff, Morgan S.
Educational Evaluation and Policy Analysis, v34 n3 p278-294 Sep 2012
States vary greatly in their implementation of standards-based accountability under No Child Left Behind, yet little evidence is available to guide policymakers on what attributes of state policy advance more tightly aligned instruction. This study uses survey data and content analyses from the Surveys of Enacted Curriculum to describe elements of state policy that are associated with tighter alignment between teacher-reported instruction and state standards and assessments. The author reports substantial variation on policy attributes across states, with increasing use of power (rewards and sanctions) and low overall consistency between standards and assessments. Several of the policy attributes are related to instructional alignment, with the strongest fit in mathematics. (Contains 4 tables and 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Indiana; Montana; New York; Ohio; Oklahoma; Oregon; Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001