Still Choosing Blindly: Comparing Core Reading Instruction Policy and Practice
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| Title: | Still Choosing Blindly: Comparing Core Reading Instruction Policy and Practice |
|---|---|
| Language: | English |
| Authors: | Rachel Brown-Chidsey, Sara M. Flanagan, Shaelyn Drypolcher |
| Source: | Journal of Educational Leadership and Policy Studies. 2025 9(2). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education |
| Descriptors: | Elementary Schools, Public Schools, Administrators, Administrator Attitudes, Assistant Principals, Principals, Superintendents, Evidence Based Practice, Reading Instruction, Multi Tiered Systems of Support, Common Core State Standards, Educational Policy, Educational Practices, Administrator Surveys, Educational Legislation, Federal Legislation, Elementary Secondary Education |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015, No Child Left Behind Act 2001 |
| ISSN: | 2473-2826 |
| Abstract: | Recent U.S. education policies require that public schools utilize evidence-based practices (EBP) for instruction and intervention. These requirements coincide with the development of multi-tiered systems of support (MTSS) as a practice that offers timely interventions for students not meeting grade-level goals. Within an MTSS, Tier 1 core instruction is provided for all students in the general education classroom and serves as the foundation of other supports. This study examined whether the Tier 1 core reading instruction in elementary schools met the standards for EBP included in the Every Student Succeeds Act. Results and implications for school leaders are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492492 |
| Database: | ERIC |
| Abstract: | Recent U.S. education policies require that public schools utilize evidence-based practices (EBP) for instruction and intervention. These requirements coincide with the development of multi-tiered systems of support (MTSS) as a practice that offers timely interventions for students not meeting grade-level goals. Within an MTSS, Tier 1 core instruction is provided for all students in the general education classroom and serves as the foundation of other supports. This study examined whether the Tier 1 core reading instruction in elementary schools met the standards for EBP included in the Every Student Succeeds Act. Results and implications for school leaders are discussed. |
|---|---|
| ISSN: | 2473-2826 |
