An analysis of college and career readiness emphasis in ESSA state accountability plans

This study examined the extent and manner in which college and career readiness (CCR) is emphasized in Every Student Succeeds Act (ESSA) state accountability plans. We analyzed 52 plans (50 states, DC, Puerto Rico) using frameworks developed by Cook-Harvey, Darling-Hammond, Lam, Mercer, and Roc (201...

Full description

Saved in:
Bibliographic Details
Published in:Education policy analysis archives 2019-12, Vol.27 (160), p.160
Main Authors: Hackmann, Donald G., Malin, Joel R., Bragg, Debra D.
Format: Article
Language:English
Subjects:
Academic Achievement
Access to Education
Accountability
Career Readiness
college and career readiness
College Readiness
Disproportionate Representation
education reform
Educational Legislation
Elementary Secondary Education
Equal Education
equity
every student succeeds act
Federal Legislation
Minority Group Students
Public Schools
Statewide Planning
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined the extent and manner in which college and career readiness (CCR) is emphasized in Every Student Succeeds Act (ESSA) state accountability plans. We analyzed 52 plans (50 states, DC, Puerto Rico) using frameworks developed by Cook-Harvey, Darling-Hammond, Lam, Mercer, and Roc (2016) and Dowd and Bensimon (2015). Findings disclose significant variation, with CCR featuring prominently in some plans and receiving cursory mention in others. Most states identified CCR components as part of their school quality or student success indicators but few used ESSA to restructure their state initiatives to address persistent inequities. Even states making CCR a central feature typically applied color-blind approaches, addressing CCR for all students rather than developing CCR plans to address inequitable outcomes for student subgroups.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.27.4441