EVIDENCE THAT CONSTITUTE A “GOOD PRACTICE IN THE EVALUATION OF POLICIES Education Commission of the States National Center for Learning and Citizenship

EVIDENCE THAT CONSTITUTE A “GOOD

PRACTICE IN THE EVALUATION OF POLICIES

Education Commission of the States

National Center for Learning and Citizenship

Terry Pickeral, Executive Director

SUPPORTIVEPOLICY

RESEARCH

HIGH-QUALITYPRACTICE

STUDENT IMPACT

Interdependence

• Public policy• Impact of research on policy• Impact of policy on practice• Impact of policy on research• Impact of practice on policy• Impact of research on practice

LOGIC MODEL

• A logic model defines the outcomes and essential processes necessary to achieve them

• Includes a scope and sequence of activities that lead to the desired outcomes

LOGIC MODEL

• Begin with student competencies and end with policy encouraging assessment and quality practices.

• Backward Plan to identify the appropriate assessments, pedagogies, partnerships, school climate, local policies and infrastructure, alignment with standards, federal policies and appropriate roles of national organizations

FROM STATE POLICY TO STUDENT ACHIEVEMENT ECS/NCLC

RESOURCES

Policy Scan

District & School Surveys & Case Studies

School Civic Climate Self-Assessment

Research and Student Competencies

FederalPolicy

State/LocalPolicy/

Infrastructure

School Climate

Classroom

Pedagogy

Student Achievement

Student Assessment Data-Base

“Strands” of Civic Competency

Civic-related knowledge, both historical and contemporary, such as understanding the structure and mechanics of constitutional government, and knowing who the local political actors are and how democratic institutions function.


Cognitive and participative skills (and associated behaviors), such as the ability to understand and analyze data about government and local issues, and skills that help a student resolve conflict as part of a group.


Core Civic dispositions (motivations for behavior and values/attitudes), which can include support for justice and equality and a sense of personal responsibility. Participation-related dispositions assess dispositions such as support for norms of participation, and expectations of actual political or social involvement.


Students will not necessarily connect knowledge and skills to their civic dispositions without experience or a reason to believe their participation is worthwhile.

CHARACTERISTICS OF SUPPORTIVE POLICIES

The following checklist identifies the most important policy elements needed to ensure students acquire the essential competencies of effective, responsible citizenship.

Policymakers and educational leaders can use this checklist to assess the extent to which federal, state/province and local policies currently support citizenship education and the areas in which work still needs to be done.


Leaders in different systems will find that different combinations of these and other elements will be most appropriate and effective given their particular contexts.


Standards and AccountabilityStandards that address the essential competencies of effective, responsible citizenship exist and are familiar to all stakeholders. The standards suggest an appropriate scope and sequence. That is, the standards articulate essential content that: (1) are teachable within the limited time available, (2) are appropriate to students’ level of intellectual development, (3) avoid needless repetition when students move from one grade or course to the next, (4) allow time for review and (5) provide for some flexibility among individual teachers.


Curriculum and InstructionSchools or districts provide students with opportunities to acquire civic knowledge, skills and dispositions in accordance with the standards.

An appropriate scope and sequence is followed.

School schedules and norms encourage quality civic teaching and learning.


Professional DevelopmentPre-service and in-service professional development programs for teachers and administrators prepare them to provide classroom instruction and community-based learning experiences that enable students to acquire the civic knowledge, skills and dispositions articulated in the standards, and to assess the learning gained from such experiences.


FundingGovernments provide sufficient funding to ensure the essential elements are supported and that all students have sufficient access to opportunities to acquire civic competence.


PartnershipsFormal and informal school-community partnerships designed to provide opportunities for students to practice civic skills are in place. These partnerships offer opportunities for students to work with community members on genuine challenges facing their communities.

Internal collaborations are expected and supported to sustain quality learning communities


Shared Vision and CultureWhile all of the policies described earlier can contribute to the development of responsible, effective citizens and community members, the foundation for success is a shared commitment to the mission—a recognition that success depends upon the contributions of all stakeholders. A mission statement must be supported by a culture in which democratic values are promoted and good citizenship modeled for students.


Shared Vision and CultureWhile such a culture is maintained by all stakeholders, it is the responsibility of leaders within the system to establish a climate in which such a culture can develop and flourish.


•Standards and Accountability

•Curriculum and Instruction•Professional Development•Funding•Partnerships•Shared Vision and Culture

Effective State Policies and Accountability Systems

• Identify the specific governing agencies and their responsibility to encourage, support and reward quality citizenship education through policies:– Federal/National– Province/State– Local– School

SUMMARY

• A logic model that begins with student competencies will ensure greater assessment and quality practices.

• A policy checklist provides an opportunity to assess current policies and create a policy agenda to increase policy support for quality citizenship education

Documents

EVIDENCE THAT CONSTITUTE A “GOOD PRACTICE IN THE EVALUATION OF POLICIES Education Commission of the States National Center for Learning and Citizenship