Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy

Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel

V. Darleen Opfer
Julia H. Kaufman
Lindsey E. Thompson
Copyright Date: 2016
Published by: RAND Corporation
Pages: 166
https://www.jstor.org/stable/10.7249/j.ctt1d41d6t
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  • Book Info
    Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy
    Book Description:

    This report examines teachers’ implementation of new, more-rigorous K–12 state standards for mathematics and English language arts and literacy, including use of instructional materials, perceptions about content and approaches aligned with standards, and student engagement with standards. Results are intended to help states or districts reflect upon areas where teachers may benefit from guidance about how to address their state standards.

    eISBN: 978-0-8330-9586-2
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. Table of Contents
    (pp. v-vi)
  4. Figures
    (pp. vii-x)
  5. Tables
    (pp. xi-xii)
  6. Summary
    (pp. xiii-xx)
  7. Acknowledgments
    (pp. xxi-xxii)
  8. Abbreviations
    (pp. xxiii-xxiv)
  9. CHAPTER ONE Introduction
    (pp. 1-22)

    We have arrived at an uncertain and unstable time for education policy and practice. Forty-two states have adopted standards adapted from the Common Core State Standards (CCSS) with full implementation of these standards by 2014–2015, and many of those states had joined one or both of the multistate consortia awarded federal funds to develop assessments aligned with the new standards (U.S. Department of Education [USDoE], 2015; Common Core State Standards Initiative [CCSSI], 2016d). States have always had the flexibility and power to make decisions about the standards and assessments they use, and they are free to move away from...

  10. CHAPTER TWO Instructional Resources to Support Standards Implementation
    (pp. 23-56)

    Teachers cannot help students meet their state standards if they do not have access to high-quality, standards-aligned instructional materials. Despite many publishers and sources of online materials rushing to claim the alignment of instructional resources with newer state standards and the Common Core, recent studies refute those claims to some extent (Herold and Molnar, 2014; Heitin, 2015; Polikoff, 2015). Some evidence suggests that policymakers at the state and local level recognize the misalignment of instructional materials with newer state standards and are trying to address it. For example, in a survey of state education agencies, 26 state agencies reported a...

  11. CHAPTER THREE Teachers’ Perceptions and Practices Related to English Language Arts and Literacy State Standards
    (pp. 57-72)

    Instructional resources are an important first step in supporting teachers to address state standards in their instruction. However, teachers could be using resources that are highly aligned with standards and yet not be teaching in standards-aligned ways. Students will not be given the opportunity to meet state standards if teachers do not grasp standards-aligned content and instructional approaches and are not engaging students in standards-aligned practices. This chapter provides survey results regarding teachers’ perceptions about the content and approaches that are most aligned with their state standards for English language arts and literacy (ELA/literacy), as well as what they report...

  12. CHAPTER FOUR Teachers’ Perceptions and Practices Related to Mathematics State Standards
    (pp. 73-94)

    This chapter provides survey results regarding teachers’ perceptions about content and approaches that they think are most aligned with their state standards for mathematics and the practices in which they engage their students. As suggested in the previous chapters, this identification of what teachers know and believe about their state standards, as well as the practices in which they engage, is fundamental to understanding the extent to which teachers are implementing their state standards.

    As in the previous chapter focused on ELA/literacy standards, many of the questions used to gauge teachers’ understanding about their mathematics state standards were adapted from...

  13. CHAPTER FIVE Conclusions and Implications
    (pp. 95-102)

    The goal of this study was to paint a preliminary picture of teachers’ implementation of state standards for mathematics and English language arts and literacy, with a focus on teachers in SACC states, or those states that have adopted standards adapted from CCSS. According to our findings, most teachers in those states view their standards either as CCSS or standards adapted from CCSS, and almost all teachers report that they were expected to implement their standards by 2014–2015.

    We considered three key requirements for teachers’ standards implementation: the instructional materials they report using, their understanding of content and approaches...

  14. APPENDIX A Additional Demographics Information for Survey Respondents
    (pp. 103-106)
  15. APPENDIX B Survey Questions
    (pp. 107-134)
  16. References
    (pp. 135-142)