Standards Deviation How Schools Misunderstand Education Policy
“Standards Deviation: How Schools Misunderstand Education Policy” by James P. Spillane, published by Harvard University Press in April 2006, explores the complexities of education policy implementation. This edition, comprising 220 pages, delves into the journey of federal and state policies as they transition from legislative bodies to individual schools and classrooms. Spillane emphasizes that the challenges of policy implementation extend beyond administrative issues, highlighting the psychological aspects that influence how educators interpret and apply new directives.
Readers will find a detailed examination of how school districts respond to new educational policies, particularly in the context of science and math teaching. Spillane’s research reveals that as policies are communicated through various administrative levels, their intended meanings often become distorted. This book underscores the importance of providing systematic training and ongoing support for local administrators and teachers tasked with implementing educational changes, ensuring that well-meaning initiatives do not lead to misunderstandings that hinder effective teaching and learning.
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What happens to federal and state policies as they move from legislative chambers to individual districts, schools, and, ultimately, classrooms? Although policy implementation is generally seen as an administrative problem, James Spillane reminds us that it is also a psychological problem.
After intensively studying several school districts’ responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom.
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