Are Local Policies Supporting Instruction Becoming Standardized?

Abstract

This study examined whether instructional policies at the local level are becoming standardized as a result of state and federal accountability initiatives. A stratified random sample of 21 Virginia school districts was used, and the policies reviewed covered seven topics: class size, student grouping, homework, remedial instruction programs, school-year programs for students who fail state tests, summer school programs, and retaking state tests. The authors found that the majority of the 21 districts adopted or amended policies in the wake of accountability initiatives instituted since 1995. Both similarities and differences were found in the districts' policies, but the differences did not appear to be substantial.

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