Do accountability policies under standards-based reform efforts disproportionately impact teachers over principals and district officials?

A new multi-state study led by the University of Pennsylvania’s Adam Kirk Edgerton set out to examine how policy environments differ for each group, and how gaps between them can impact outcomes like teacher preparedness and classroom instruction.

Edgerton joins CPRE Director Jonathan Supovitz to discuss his findings, and some important takeaways for teachers, school leaders, and policymakers across the U.S.

Featured Article: Adam Kirk Edgerton and Laura M. Desimone, “Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies,” American Journal of Education 125, no. 4 (August 2019): 593-619.