A Theoretical Framework for Local Responses to State Policy: Implementing Utah’s Career Ladder Program

Abstract

In 1983, the Utah State Legislature enacted a career ladder program for teachers as the centerpiece of the state’s school reform effort. This paper assesses local implementation responses to the career ladder program. Specifically, this paper addresses the question, Under what circumstances and conditions do schools implement the career ladder program in a manner that is consistent with state policy intent? Additionally, the author argues that local implementations of the program can be classified into four types of implementation response.