"Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions that most reforms ignore: coherence in policy and practice, as well as opportunities for professional learning."
"The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy had a constructive influence on education when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy."--Jacket.
