Date of this Version
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.
Supovitz, Jonathan A.. (2014). Slowing Entropy: Instructional Policy Design in New York City, 2011-12. CPRE Policy Briefs.
Retrieved from https://repository.upenn.edu/cpre_policybriefs/3
Curriculum and Instruction Commons, Educational Methods Commons, Education Policy Commons, Policy Design, Analysis, and Evaluation Commons, Policy History, Theory, and Methods Commons
Date Posted: 26 March 2015
View on the CPRE website.