Oregon education policy implementation: a case study of the achievement compacts information dissemination of the Oregon Education Investment Board

This study was conducted to discover the information dissemination of the achievement compacts for the Oregon Education Investment Board. This study has implications for both policy‐makers and schools to address the implementation gaps of the achievement compacts and the links to an effective policy implementation. The study was based on a case study analysis of documents and surveys completed by educators in Oregon from Kindergarten classroom practitioners to University faculty. Oregon Education Investment Board members were also surveyed. ❧ The findings of the qualitative analysis suggest knowledge gaps by classroom practitioners when the achievement compact information flow from the Oregon Education Investment Board members to the school administrators, and to the classroom practitioners. This case study found that teachers could not implement the policy due to a lack of knowledge about the achievement compacts. The surveys and case study data were also used for implications for both policy‐makers and schools to enhance the quality of education and improve student performance.

本研究旨在探究俄勒冈教育投资委员会（Oregon Education Investment Board）所推行的业绩契约（achievement compacts）的信息传播状况。本研究可为政策制定者与学校提供参考，助力其解决业绩契约的实施缺口问题，并厘清其与有效政策实施之间的关联。
本研究基于对俄勒冈州从幼儿园课堂从业者至大学教职员工的教育工作者所提交的文件与调查问卷开展的案例分析，同时也对俄勒冈教育投资委员会成员进行了调研。
❧ 定性分析结果显示，当业绩契约的信息从俄勒冈教育投资委员会成员流向学校管理人员，再传递至课堂从业者时，课堂从业者存在知识缺口。本案例研究发现，教师由于对业绩契约缺乏了解，无法落实该项政策。
本次研究的调查问卷与案例研究数据还可为政策制定者与学校提供借鉴，以助力提升教育质量、改善学生学业表现。