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Using hierarchical linear modeling and semi-structured interviews with policy actors, the study finds districts improved faster than those in other states without sacrificing outcomes for historically disadvantaged student groups, attributing trends to strong policies and a robust policymaking process.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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--- |\n| Arizona State University |  |\n| Volume 31 Number 43 April 25, 2023 ISSN 1068-2341 |  |\n\nA Seat at the Table: Lessons from Tennessee’s Rapid  \nAchievement and Equity Gains1  \nKaylee T. Matheny  \nStanford University  \nUnited States  \nCitation: Matheny, K. T. (2023) . A seat at the table: Lessons from Tennessee’s rapid achievement and equity gains. Education Policy Analysis Archives, 31(43). [https://doi.org/10.14507/epaa.31.7481](https://doi.org/10.14507/epaa.31.7481)  \n[Abstract:](Abstract: This study complements literature on state policymaking by exploring one state)[ This study complements literature on state policymaking by exploring one state](Abstract: This study complements literature on state policymaking by exploring one state) ’s achievement trends and policymaking during a period of remarkable achievement gains. I use mixed methods, drawing on hierarchical linear modeling and semi-structured interviews with policy actors, to explore the case of Tennessee in the post-recession period. Results indicate that Tennessee’s school districts improved faster than districts in other states during this period without doing so at the expense of historically disadvantaged student groups. I argue that Tennessee’s trends are a result of strong policies and a robust approach to the policymaking process.  \nKeywords: state policy; achievement, achievement gaps; hierarchical linear modeling; mixed methods  \n1 The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B140009 to the Board of Trustees of the Leland Stanford Junior University. The opinions expressed are those of the author and do not represent views of the Institute, the U.S. Department of Education, or the Board of Trustees of the Leland Stanford Junior University.  \nUn asiento en la mesa: Lecciones de los rápidos logros y ganancias de equidad de Tennessee  \nResumen: Este estudio complementa la literatura sobre la formulación de políticas estatales mediante la exploración de las tendencias de logro y la formulación de políticas de un estado durante un período de logros notables. Utilizo métodos mixtos, basados en modelos lineales jerárquicos y entrevistas semiestructuradas con actores políticos, para explorar el caso de Tennessee en el período posterior a la recesión. Los resultados indican que los distritos escolares de Tennessee mejoraron más rápido que los distritos de otros estados durante este período sinhacerlo a expensas de los grupos de estudiantes históricamente desfavorecidos. Argumento que las tendencias de Tennessee son el resultado de políticas sólidas y un enfoque sólido para el proceso de formulación de políticas.  \nPalabras clave: política estatal; logros; brechas de logros; modelado lineal jerárquico; métodos mixtos  \nUm lugar à mesa: Lições das rápidas conquistas e ganhos de equidade do Tennessee Resumo: Este estudo complementa a literatura sobre a formulação de políticas estaduais, explorando as tendências de realização de um estado e a formulação de políticas durante um período de notáveis ganhos de realização. Utilizo métodos mistos, com base em modelagem linear hierárquica e entrevistas semiestruturadas com atores políticos, para explorar o caso do Tennessee no período pós-recessão. Os resultados indicam que os distritos escolares do Tennessee melhoraram mais rapidamente do que os distritos de outros estados durante esse período, sem prejudicar grupos de alunos historicamente desfavorecidos. Eu argumento que as tendências do Tennessee são resultado de políticas fortes e uma abordagem robusta do processode formulação de políticas.  \nPalavras-chave: política de estado; desempenho; lacunas de desempenho; modelagem linear hierárquica; métodos mistos  \nA Seat at the Table:  \nLessons from Tennessee’s Rapid Achievement and Equity Gains  \nIn 2013, the Nationa","cbCaifT0nKakzjzT","https://ap.wps.com/l/cbCaifT0nKakzjzT","pdf",741262,36,"English","# Abstract\n# Keywords\n# Introduction and Research Question\n# Methods\n# Key Contributions\n# Results Overview","[{\"question\":\"What period and policy context does the study focus on?\",\"answer\":\"The study focuses on Tennessee’s post-recession period, examining achievement trends alongside state policymaking over the same timeframe.\"},{\"question\":\"Which methods are used to analyze Tennessee’s achievement gains?\",\"answer\":\"The study uses hierarchical linear modeling and semi-structured interviews with state policy actors to connect quantitative trends with policymakers’ narratives.\"},{\"question\":\"What do the results indicate about Tennessee’s achievement gains?\",\"answer\":\"Tennessee’s school districts improved faster than districts in other states during the period without doing so at the expense of historically disadvantaged student groups.\"}]","A Seat at the Table - Lessons from Tennessee’s Rapid Achievement and Equity Gains - Volume 31 Number 43 - April 25, 2023 | PDF",1792094173,91]