Slowing Entropy: Instructional Policy Design in New York City, 2011-12

Loading...
Thumbnail Image
Penn collection
CPRE Policy Briefs
Degree type
Discipline
Subject
Curriculum and Instruction
Educational Methods
Education Policy
Policy Design, Analysis, and Evaluation
Policy History, Theory, and Methods
Funder
Grant number
License
Copyright date
Distributor
Related resources
Contributor
Abstract

How do policymakers craft policies, particularly centered on the Common Core State Standards, to be more resilient and less likely to disintegrate during enactment? Researcher Jonathan Supovitz in Slowing Entropy: Instructional Policy Design in New York City, 2011-12 examines the design of a New York City Department of Education policy intended to engage teachers and principals across NYC with the instructional challenges of Common Core State Standards (CCSS). This summary provides an instructive backstory to some of the thought processes of the policy architects and provides insight into the way that careful policymaking can be more resilient to decay as it enters the rough-and-tumble reality of school communities.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2014-10-01
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
PB #14-3 View on the CPRE website (http://www.cpre.org/pb-slowingentropy).
Recommended citation
Collection