Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"New K-12 standards for mathematics and English language arts and literacy adopted recently in most states are more rigorous and far-reaching than most previous state standards. Some evidence suggests that teachers are not prepared to help students meet those standards. However, we have very little concrete information about how state standards are connected to what teachers think and do in their classrooms. The purpose of this report is to shed further light on teachers' implementation of state standards, including the instructional materials teachers are using to address state standards and how they are using them, their perceptions about the content and approaches most aligned with their standards, and the extent to which they are asking their students to engage in practices aligned with their standards. Data are drawn from nationally representative surveys of U.S. teachers administered in the summer and fall of 2015. The findings particularly focus on teachers in states that have adopted "Standards Adapted from the Common Core" (or "SACC" states). Results are intended to help states and school districts reflect upon areas where teachers may benefit from additional guidance about how to address their state standards in ways that best support student learning. The findings also point to subgroups of teachers who may be more likely to require additional resources or professional development to help them effectively implement these new changes"--Back cover.

Language arts --- Mathematics --- Common Core State Standards (Education) --- Standards --- States. --- Study and teaching --- CCSS (Common Core State Standards) --- Education --- Math --- Science --- Communication arts --- Communication --- States

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Standards-based reform is a key feature of U.S. education policy. Several decades ago, scholars posited that if states set ambitious standards and then aligned curriculum, assessments, and professional development (PD) to those standards, teaching and learning would improve. However, the focus on establishing standards has often overshadowed the important idea that standards are effective only if the other inputs in an instructional system (e.g., curriculum, assessments, PD) are in alignment with those standards and coherent with each other. Without that alignment and coherence, teachers may perceive different messages about what to teach and how to teach it. At worst, those messages can conflict, leading to both fragmented instruction and reduced learning opportunities. In this report, researchers aim to contribute to evidence on the extent to which an instructional system is coherent and provides consistent and clear messages to teachers about instruction, including messages about how to address the learning needs of traditionally underserved students. The research team uses survey responses from a nationally representative sample of public school kindergarten through grade 12 (K–12) English language arts and mathematics teachers to present a portrait of instructional system coherence in schools across the country during the 2021–2022 school year.