An empirical study on standards and assessment policy under the Every Student Succeed Act

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K13858
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09010:Education-related
• Research Institution: Tokyo Denki University (2021-2023); Daido University (2020)
• Principal Investigator: Koba Hiroki 東京電機大学, 未来科学部, 准教授 (70804095)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: スタンダードに基づいた教育改革 / 学習スタンダード / 州間共通コアスタンダード / 教育と政治 / アカウンタビリティ

Outline of Final Research Achievements

This study aimed to elucidate the implementation status of learning standards policies in the United States under the "Every Student Succeeds Act" (ESSA). In particular, the research focused on states that withdrew from the Common Core State Standards under ESSA, investigating the conditions under which the withdrawal occurred and the means taken during the process. Due to the COVID-19 pandemic, the planned onsite surveys were not feasible, but through literature review using archived materials and data provided by state education boards, a summary of the case in Missouri was compiled and submitted for publication in an academic journal.
Furthermore, the researcher translated a valuable literature related to accountability policies into Japanese and organized an international symposiumwith the participation of the original authors.

Free Research Field

教育行政学

Academic Significance and Societal Importance of the Research Achievements

本研究は、教育の専門家ではなく知事や議会が教育に関する意思決定を行う時代の到来（＝教育例外主義の終焉）を指摘する先行研究を受けて、高度な教育的専門性を集約して作成・採択される学習スタンダードにおいても、教育行政外部アクターが強い関心を持ち、現状変更を目指した場合には、その意思決定を阻止することは困難であることを実証的に示した。