Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts (Journal Article) (Record no. 45064)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240109103034.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0195-6744 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Vangronigen, Bryan A. |
| 245 ## - TITLE STATEMENT | |
| Title | Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Chicago |
| Name of publisher | : University of Chicago Press |
| Year of publication | , November 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 144p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | American Journal of Education |
| Volume number/sequential designation | Volume 129: Number 1, November 2022 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content analysis on the plans that states created in response to ESSA. Findings: Our findings suggest that many SEAs practiced incrementalism with few changes in the categories of improvement supports that SEAs offered to their underperforming schools and districts and the methods by which SEAs offered those improvement supports. Similar to prior years, most SEAs focused improvement supports on improvement planning processes and appeared to provide those supports using mostly passive methods like online resource hubs and document templates. Implications: We discuss how SEAs—even if they lack capacity—occupy powerful positions to amplify the voices and needs of underperforming schools and districts. This study substantiates a scarce literature on SEAs and provides updated insight into how SEAs have espoused to respond to federal demands to improve underperforming schools and districts. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Student--Success | State Education Agency Roles | Special--Education | School--Stakeholders |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Meyers, Coby V.| Brandt W. Christopher |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1086/721832 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 09.01.2024 | Periodicals |