Learning Policy

This book, Learning Policy, examines the key factors for successful education reform, emphasizing coherence in policy and practice.

In Learning Policy, authors David Cohen and Heather Hill explore the complexities of education reform in the context of California's mathematics teaching initiatives. They argue that merely implementing stronger academic standards and rigorous state tests is not enough to enhance student learning. Instead, the authors emphasize the necessity of coherence in both educational practices and policies, as well as the importance of providing teachers with ample opportunities for professional development. Without these critical components, efforts to reform education often fall short.

The book draws on a decade of research that scrutinizes California's ambitious program aimed at improving mathematics education. Cohen and Hill reveal that effective educational reform is contingent upon the alignment of state policies with classroom practices. They found that when there was consistency among testing, curricula, and teaching methodologies, teachers were better equipped to implement the proposed changes, resulting in improved student performance on state math assessments.

However, the authors highlight that these favorable conditions were only met for a small number of elementary school teachers. For the majority, the lack of consistent classroom instruments and professional learning opportunities meant that neither teachers nor students reaped the benefits of the reforms. Learning Policy offers valuable insights into how educational policies can be effectively linked to classroom practices, while also providing guidance for policymakers and educators striving to enhance the educational landscape.