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Paper overview","","2015年，奥巴马签署《每名学生都成功法案》（ESSA）再授权，替代《不让一个孩子落后法》（NCLB），在保留部分标准化测试要素的同时，赋予各州及地方教育机构在问责体系与学校改进策略上的更大灵活度。为响应联邦要求，各州将两项表现指标纳入问责框架：双语能力印章（SoBL）与公民准备印章（SoCR）。尽管这些印章强调批判性探究、公民参与与语言多样性，但其有效性研究有限，因此作者通过高等教育机构与地方教育机构协作经验进行专业评述，关注宏观政策与微观实施的交叉，并提出关于可及性与公平性的担忧。",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-educational-policy-at-macro-and-micro-levels-implications-for-the-seals-of-biliteracy-and-civic-readiness-paper-overview/603200/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-educational-policy-at-macro-and-micro-levels-implications-for-the-seals-of-biliteracy-and-civic-readiness-paper-overview/603200.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"ESSA（2015）取代了哪部联邦教育法？带来了哪些变化？","Question",{"text":111,"@type":112},"ESSA（2015）取代《不让一个孩子落后法》（No Child Left Behind Act）。它保留部分标准化测试内容，同时增强各州与地方教育机构在问责体系与学校改进策略上的灵活性。","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"SoBL和SoCR在问责体系中的定位是什么？",{"text":116,"@type":112},"SoBL（双语能力印章）和SoCR（公民准备印章）被纳入州级问责体系，授予在世界语言能力和/或公民知识、技能与品格方面表现出较高水平的高中毕业生。",{"name":118,"@type":109,"acceptedAnswer":119},"作者为何对印章的快速推广表示担忧？",{"text":120,"@type":112},"作者指出，尽管印章体现了对批判性探究、公民参与和语言多样性的重视，但目前缺乏充分研究来证明两项印章的实际有效性；同时还关注其实施模式的可及性与公平性。","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603200,1792095885,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","EXPLORING EDUCATIONAL POLICY AT MACRO AND MICRO LEVELS: IMPLICATIONS FOR THE SEALS OF BILITERACY AND CIVIC READINESS  \nKAREN POLAND  \nELIZABETH A. FALZONE  \nNiagara University, U.S.A.  \nABSTRACT  \nIn 2015, President Obama signed the reauthorization of the Every Student Succeeds Act (ESSA), a significant United States education policy. ESSA replaced the No Child Left Behind Act, preserving certain aspects of standardized testing while introducing newfound flexibility for states and local educational agencies in shaping their accountability systems and school improvement strategies. In response to this federal mandate, state education departments have been integrating two performance indicators into their accountability plan, a Seal ofBiliteracy (SoBL) and a Seal of Civic Readiness (SoCR). Although the seals indicate a growing emphasis on critical inquiry, civic engagement, and the importance of linguistic diversity in a global economy, the rapid adoption gives reason for pause, as there is limited research indicating the effectiveness of either seal. By analyzing lessons learned from a collaborative partnership between a higher education institution anda local educational agency implementing the seals, this paper provides professional commentary highlighting the intersection of macro-level policy with micro-level practices and raises concerns related to the accessibility and the equity of current seal implementation models. Additionally, it calls for educational researchers to use the seals as a way to examine the impact ofpolicy mandates from the mega, macro, and micro environments.  \nINTRODUCTION  \nIn 2015, President Obama signed the reauthorization of the Every Student Succeeds Act (ESSA), a significant US education policy governing K–12 public education. ESSA (2015) replaced the No Child Left Behind Act (2001), preserving certain aspects of standardized testing while introducing flexibility for states and local educational agencies (LEAs) in shaping their accountability systems and school improvement strategies. Under therevisedESSA (2015), states have the authority to encompass a broader spectrum of indicators for school success beyond traditional test scores. To secure federal funding, states are now required to establish their accountability frameworks and methods for identifying schools in need of additional assistance. ESSA (2015) affords states the autonomy to determine the metrics and measures used in these accountability systems, emphasizing a more comprehensive approach to evaluating educational success. States must define their objectives for accountability, establish performance benchmarks, devise criteria for identifying struggling schools, and institute interventions to support such institutions. Furthermore, the law emphasizes the significance of preparing students for college, career, and civic participation, with particular attention to addressing the unique needs of English language learners (ELL), students with disabilities, and other vulnerable populations (Camera, 2018; Darling-Hammond et al., 2016; McGuinn, 2019; Thomas & Brady, 2005) .  \nIn response to this federal mandate, state education departments have been integrating a Seal ofBiliteracy (SoBL) and a Seal of Civic Readiness (SoCR) into their accountability systems. These seals are bestowed upon high school students who have demonstrated a high level of proficiency in world languages and/or civic knowledge, skills, and dispositions. While the creation of these seals is well-intentioned, local implementation of educational policy gives rise to challenges associated  \nEducational Planning | Winter 2025 10 Vol. 32, No. 1  \nwith accessibility and equity. As policies are formulated and enacted atthe federal and state levels, educational researchers are encouraged to consider and explore the implications of federal and state policy on local-level practice. In essence, policy mandates are designed with specific goals and implemented promptly. However, edu","cbCais0LPLhQoVVp","https://ap.wps.com/l/cbCais0LPLhQoVVp","pdf",248009,16,"English","# Introduction\n## Historical Context of Policy","[{\"question\":\"ESSA（2015）取代了哪部联邦教育法？带来了哪些变化？\",\"answer\":\"ESSA（2015）取代《不让一个孩子落后法》（No Child Left Behind Act）。它保留部分标准化测试内容，同时增强各州与地方教育机构在问责体系与学校改进策略上的灵活性。\"},{\"question\":\"SoBL和SoCR在问责体系中的定位是什么？\",\"answer\":\"SoBL（双语能力印章）和SoCR（公民准备印章）被纳入州级问责体系，授予在世界语言能力和/或公民知识、技能与品格方面表现出较高水平的高中毕业生。\"},{\"question\":\"作者为何对印章的快速推广表示担忧？\",\"answer\":\"作者指出，尽管印章体现了对批判性探究、公民参与和语言多样性的重视，但目前缺乏充分研究来证明两项印章的实际有效性；同时还关注其实施模式的可及性与公平性。\"}]","EXPLORING EDUCATIONAL POLICY AT MACRO AND MICRO LEVELS: IMPLICATIONS FOR THE SEALS OF BILITERACY AND CIVIC READINESS - Paper overview | PDF"]