Teachers’ Response to Standards-Based Reform - Vol. 16 No. 8 - April 21, 2008

Oct 15, 2026

Uploaded by dawugda

Teachers’ response to standards-based reform examines the beliefs about instruction embedded in Washington State’s reform approach. Grounded in teacher-centric research and scholarship on multicultural education, the study uses survey data from a representative sample of teachers to analyze how high learning standards, aligned assessments, and an accountability system shape instructional practice and student learning. Findings highlight tensions in the reform logic when it comes to student achievement and instructional supports for a diverse population.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

Teachers’ beliefs and reform assumptions

Survey evidence on instruction and learning

Challenges for diverse student populations

EDUCATION POLICY ANALYSIS ARCHIVES A peer-reviewed scholarly journal English Editor: Sherman Dorn Spanish Editor: Gustavo Fischman College of Education Mary Lou Fulton College of Education University of South Florida Arizona State University Volume 16 Number 8 April 21, 2008 ISSN 1068–2341 Teachers’Response to Standards-Based Reform: Probing Reform Assumptions in Washington State1 Hilary Loeb Michael S. Knapp Ana M. Elfers University of Washington Citation: Loeb, H., Knapp, M. S. , & Elfers, A. M.. (2008) . Teachers’response to standards-based reform: Probing reform assumptions in Washington State. Education Policy Analysis Archives, 16(8). Retrieved [date] from [http://epaa.asu.edu/epaa/v16n8/](http://epaa.asu.edu/epaa/v16n8/) . Abstract Because teachers’ efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this paper focuses on the assumptions embedded in Washington state’s approach. Survey data from a representative sample of teachers suggest that the state’s program of high student learning standards, aligned assessments and an accountability system has shaped teachers’instructional 1 The research presented in this article was supported by the Center for Strengthening the Teaching Profession, an independent, nonprofit organization in Washington state that focuses on teaching quality. However, the findings and conclusions contained in this article are the sole responsibility of the authors. We would like to acknowledge Marge Plecki for her work as co-principal investigator on this project. Kristen Brady, Clayton Filter, and Amrita Zahir provided invaluable research assistance on the surveys discussed in this article. We are also grateful for the thoughtful comments that Elizabeth Boatright, Brynnen Ford, Betty Malen, Elizabeth Marzolf, and three anonymous reviewers provided on earlier versions of this manuscript. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for noncommercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at [http://creativecommons.org/licenses/by-nc-nd/2.5/. All](http://creativecommons.org/licenses/by-nc-nd/2.5/. All)[ ](http://creativecommons.org/licenses/by-nc-nd/2.5/. All)other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Colleges of Education at Arizona State University and the University of South Florida. Articles are indexed by H.W. Wilson & Co. Send commentary to Casey Cobb ([casey.cobb@uconn.edu](casey.cobb@uconn.edu)) and errata notes to Sherman Dorn ([epaa-editor@shermandorn.com](epaa-editor@shermandorn.com)). Education Policy Analysis Archives Vol. 16 No . 8 2 practice and their students’ learning in ways that the state’s reform theory assumes. However, teachers’concerns about student achievement and instructional supports indicate problems with the inherent logic of the state’s reform regarding how well it serves a diverse student population. Keywords: teacher surveys; state standards; statewide assessment; multicultural education. Respuestas docentes a las reformas basadas en estándares. Probando los presupuestos acerca de las reformas en el estado de Washington Resumen Dado que entender los esfuerzos de los docentes es central para comprender el éxito o fracaso de una reforma basada en estándares, es fundamental que quienes participan de políticas educativas, examinen cuidadosamente las creencias acerca dela enseñanza que fundamentan teóricamente una reforma. Este trabajo analiza los presupuestos incorporados en la propuesta de reforma d

FAQs

What is the focus of the study on standards-based reform?

The study probes assumptions about instruction that are embedded in Washington State’s standards-based reform approach.

What data source is used to evaluate the reform’s effects?

Survey data from a representative sample of teachers is used to assess how the reform’s components influence instructional practice and student learning.

What concerns emerge regarding the reform’s logic?

Teachers’ concerns about student achievement and instructional supports suggest inherent problems in how well the reform serves a diverse student population.

Oct 15, 2026

Uploaded by dawugda