Ready for What? School and District Responses to State College and Career Readiness Accountability in Tennessee. EdWorkingPaper No. 25-1350
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| Title: | Ready for What? School and District Responses to State College and Career Readiness Accountability in Tennessee. EdWorkingPaper No. 25-1350 |
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| Language: | English |
| Authors: | Mary M. Smith, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 61 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Career Readiness, Accountability, Educational Policy, College Readiness, Educational Practices, Educational Indicators, Educational Legislation, Elementary Secondary Education, Federal Legislation, Administrator Attitudes, School Personnel, Principals, Attitudes, State Standards |
| Geographic Terms: | Tennessee |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| Abstract: | Tennessee's K-12 accountability system incorporates three distinct measures of college and career readiness (CCR) for state and federal accountability. Each of these indicators applies its own set of metrics and performance benchmarks, but they all consistently draw upon similar components including participation in Early Postsecondary Opportunities (EPSOs), standardized tests like the ACT and SAT, completion of industry certifications, and performance on military entrance exams. This qualitative analysis draws on interviews with 40 district and school leaders, staff, and administrators. While school and district personnel acknowledged the importance of preparing students for life beyond high school, many expressed skepticism about the accessibility and legitimacy of current state accountability metrics, especially for unique populations served by the district such as English Learners and immigrant students. Respondents noted a lack of clear policy consequences, limited alignment between CCR goals and available resources, and frustration with ever-changing and confusing indicators. These findings suggest the need for streamlined and transparent metrics that balance state goals with local realities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678220 |
| Database: | ERIC |
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