Article Three: Literacy Policy and Policy Research That Make A Difference

Submitted by: Debbie Bonanza

Sheila W. Valencia and Karen K. Wixson review policy research, specifically state level in regards to literacy standards and assessments.

· As the years go by, policymakers continue to create more and more educational policies in hopes of increasing literacy. “49 of 50 states have adopted content standards in reading and writing, 48 of 50 have enacted policies on statewide testing and the number of phonics bills introduced annually increased 900% between 1994 and 1997.”

· Policies themselves vary in terms of ‘locus of authority’ which means where the policy originated or who has authority over it as in statewide standards and assessments, scope, how far-reaching is it and where it applies (i.e. a particular school, program, practice, or even systemic focuses), and focus, what they target (i.e. graduation requirements, specific groups of students, or curriculum).

· Researchers were swayed by their bias in policy, measurement, or literacy. They published in different places, targeted different audiences, little overlap in bibliographic citations, asked different research questions, used different methodologies, etc.
* Policy researchers focused on the system through surveys and interviews
* Measurement researchers focused on assessment components of reform, relying on statistical analysis and some self-reports, interviews and artifacts
* Literacy researchers asked questions about instruction/learning in relation to literacy research and theory. These researchers looked more at teaching practices rather than policy.

· Policies that do focus on literacy do influence teachers’ beliefs and practices but not always in way expected or desired direction. Factors included teachers’ knowledge, beliefs, economic/social/political conditions of school or district, the stakes attached, and support provided. However, new assessments/standards do not ensure improved teaching or learning.

· The review indicated a need for research in specific subject matter and tension between policy research viewed from global (national, state, or district) and local (classrooms).

· Policy research can’t focus just inputs (policies) and outputs (outcomes) without finding out what happens with the quality of teaching and learning. Three arguments to support why it is problematic to judge policy value by looking only at outputs:
* High-stakes test scores- not always a true reflection of student learning, what do tests measure and what do results mean?
* Focus on change- change does not automatically constitute improvement, change is incremental as are the results, compliance in change does not necessarily reflect a change in methods to a change in teaching practices
* Moral imperative- leaving teachers to fend on their own (the black box), teacher training and support improves quality of instruction thereby signifying that policies must be tied directly to increasing capacity of teachers and administrators.

· To bridge the divide between global and local perspectives, the context in which teaching and learning occur and how the policy environments influence teaching and learning must be examined.

· A model denotes how policies affect the quality of teaching and learning in context. It shows how policies filter through state, district, and school context and policy environments before entering the classroom. But the filters travel in both directions, a reciprocal relationship and eventually, practices themselves can influence policy. These different contexts can support or undermine goals. Therefore global research needs to consider all the contexts, that considers the influence of the conditions and interactions to the local end that influences the quality of teaching and learning.

· In conclusion, policies must be educative (what learning is needed to act); provide in-depth professional development for teachers and administrators, both state and local; and address accountability systems that don’t interfere with targeted improvements. Studies need to go both ways, multiple perspectives.