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Based on analysis of 52 interviews with state, regional, and district officials across California, Texas, Ohio, Pennsylvania, and Massachusetts, the work consolidates implementation theories and develops three dimensions—detail, drive, and durability—to explain when standards and associated policies succeed or fail. Findings show how design and implementation choices can strengthen or weaken durable education policy.",{"@graph":69,"@context":122},[70,84,105],{"@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/learning-from-standards-deviations-three-dimensions-for-building-education-policies-that-last/590908/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-from-standards-deviations-three-dimensions-for-building-education-policies-that-last/590908.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about education policy implementation?","Question",{"text":112,"@type":113},"It addresses the tendency in policy implementation to repeat the same lessons and mistakes because predictable patterns in how policies become unpopular are not adequately considered.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the author study the decline in support for K–12 standards-based reform?",{"text":117,"@type":113},"The author analyzes 52 interviews with state, regional, and district officials across California, Texas, Ohio, Pennsylvania, and Massachusetts.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three dimensions proposed for building education policies that last?",{"text":121,"@type":113},"The article proposes three dimensions—detail, drive, and durability—to understand how standards-based policies succeed or fail over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590908,1792171918,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","American Educational Research Journal August 2020, Vol. 57, No. 4, pp. 1525–1566 DOI: 10.3102/0002831219876566  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2019 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nLearning From Standards Deviations: Three Dimensions for Building Education Policies That Last  \nAdam Kirk Edgerton   \nUniversity of Pennsylvania  \nCynthia Coburn, in her 2016 article in the American Journal of Education—‘‘What’s Policy Got to Do With It?’’—states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how policies become unpopular. Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, I investigate the decline in the popularity of K–12 standards-based reform. I consolidate existing policy implementation theories and describe three important dimensions—detail, drive, and durability—for understanding how standards and associated policies ‘‘succeed’’ or ‘‘fail.’’ Using these dimensions, I reveal how policy design and implementation choices can strengthen or weaken standards-based education policies.  \nKEYWORDS: College and Career Readiness Standards, Common Core State Standards, education reform, politics  \nIntroduction  \nOverall support for the Common Core State Standards (CCSS) has fallen from 64% in 2013 to 44% in 2018 (Cheng, Henderson, Peterson, & West, 2018) . States continue to drop out of CCSS-related organizations, such asthe Partnership for Assessment of Readiness for College and Careers, which once boasted 24 member states but now has only 6 (Jochim & McGuinn, 2016; Sawchuk, 2018) . The reasons for the declining support for national standards, from unaligned curricular resources to rushed implementation  \nADAM KIRK EDGERTON is a 2019 National Academy of Education and Spencer Foundation Dissertation Fellow and a PhD candidate in education policy at the University of Pennsylvania Graduate School of Education, 3700 Walnut Street, Philadelphia, PA 19104-6216; e-mail: [adamkirk@upenn.edu](adamkirk@upenn.edu. His)[. His](adamkirk@upenn.edu. His) research explores the politics of education reform, collective bargaining, and K–12 standards.  \nEdgerton  \ntimelines, to the difficulty of new tests, are well established (Cohen, Spillane,& Peurach, 2018; Polikoff, 2017) . In addition to implementation challenges, political conflict expanded in the midst of a coordinated social media campaign, and former Education Secretary Arne Duncan became a polarizing proponent of the CCSS. The growing unpopularity of the CCSS ultimately led to a reduction of the federal government’s involvement in standardsbased reform (Jochim & Lavery, 2015; Saultz, Fusarelli, & McEachin, 2017; Supovitz, 2017) .  \nAs the political battles subsided, quantitative education researchers turned to the difficult question of determining the impact of the CCSS on student outcomes. The econometric approaches they used, while important to building an empirical foundation in the literature, fail to account for the important political lessons learned from the CCSS, including how states and districts have adapted standards-based policies. Since the passage of the Every Student Succeeds Act (ESSA) in December 2015, states and districts have both enhanced and subverted (see Donaldson & Woulfin, 2018, for one such example) the original intent of the CCSS as well as the policies affiliated with Race to the Top (RttT) (McGuinn, 2012) .  \nThe focus of this work, which is part of a larger study of standards-based reform implementation, is to understand these adaptions. Using interviews with state and district officials conducted in 2018, I reveal how the latest College and Career Readiness (CCR) standards are being implemented in ways that both learn fr","cbCaicXT3whS5cvv","https://ap.wps.com/l/cbCaicXT3whS5cvv","pdf",217773,42,"English","# Introduction\n# Learning From Standards Deviations\n## Key Dimensions: detail, drive, durability\n# Policy Implementation and Adaptation After ESSA\n## Measuring Impact vs Political Lessons","[{\"question\":\"What problem does the article address about education policy implementation?\",\"answer\":\"It addresses the tendency in policy implementation to repeat the same lessons and mistakes because predictable patterns in how policies become unpopular are not adequately considered.\"},{\"question\":\"How did the author study the decline in support for K–12 standards-based reform?\",\"answer\":\"The author analyzes 52 interviews with state, regional, and district officials across California, Texas, Ohio, Pennsylvania, and Massachusetts.\"},{\"question\":\"What are the three dimensions proposed for building education policies that last?\",\"answer\":\"The article proposes three dimensions—detail, drive, and durability—to understand how standards-based policies succeed or fail over time.\"}]","Learning From Standards Deviations: Three Dimensions for Building Education Policies That Last | PDF",1792070706,106]