Mandating supplemental intervention services: Is New York state doing enough to help all students succeed?

dc.creator	Kieran M. Killeen
dc.creator	John W. Sipple
dc.date	2005-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:44Z
dc.date.available	2015-08-12T11:26:44Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/862c8c853977490d9de9ab63436d2a5e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30376
dc.description	As states have become more active in establishing curriculum content standards and related assessments disappointingly little attention has been paid to policy efforts that create learning opportunities for students to meet the new standards. This study examines one state policy designed to bolster the opportunity to learn by mandating additional instruction for students not currently achieving proficiency in the state standards. The results focus on a detailed description of New York State's Academic Intervention Services, including its organizational and instructional elements (e.g., staffing, scheduling, student grouping, instructional strategies) across NYS schools. While the majority of states have established curriculum frameworks and linked them to assessment instruments, this experience in NY may be unique for its coordinated emphasis on intervention services (academic and non-academic) linked to rigorous learning and accountability standards. However, the caveats identified in this study promote a familiar sense of local discretion in the interpretation and implementation of state policy mandates. The analyses describe how such practices vary by local district context, such as community wealth and geography, and if those practices have equity implications. The primary analyses draw on survey data from a stratified random sample of 764 teachers and principals from 125 school districts, and feature multi-variate methods with proper adjustment for the clustering of responses within districts (i.e., multiple teachers and administrators within each district).
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/124
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 13, p 19 (2005)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Mandating supplemental intervention services: Is New York state doing enough to help all students succeed?
dc.type	article