Standards Implementation

Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction

In this report, C-SAIL presents findings from surveys of teachers, principals, and district administrators in three main sections: 1) the policy attributes; 2) challenges to implementing standards as well as the resources respondents use to help them meet the challenges and the resources they report wanting more of in order to continue improving their implementation; and 3) the content of instruction.

Interactive Maps, Explained: A Preview of the Broader Implications of our State CCR Policies Maps

A quick click through state education agency (SEA) websites reveals just how much state leaders do to design complex approaches to standards implementation. Our second interactive map series shows patterns in how states have conceptualized their processes for implementing college- and career-readiness (CCR) standards. These patterns allowed us to create profiles of states in their implementation approaches.

Standards Implementation in Texas: Local Perspectives on Policy, Challenges, Resources, and Instruction

We present survey findings in three main sections: (1) the policy attributes; (2) challenges to implementing standards as well as the resources respondents use to help them meet the challenges and the resources they report wanting more of in order to continue improving their implementation; and (3) the content of instruction.

Standards Implementation in Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction

In this document, we present survey findings in three main sections—(1) the policy attributes; (2) challenges to implementing standards, resources respondents use to help them meet the challenges, and the resources that they report wanting more of in order to continue improving their implementation; and (3) the content of instruction.

Measuring Nostalgia


Twenty20

How do educators perceive policies in their state?

As part of our C-SAIL work, we are analyzing surveys from state-representative samples of districts, and principals and teachers within those districts. Here I will discuss select findings for Texas and Ohio. We asked district leaders, principals and teachers to assess their policy environment based on the five following policy attributes: (1) consistency, (2) specificity, (3) authority, (4) power, and (5) stability.

State Solidarity Still Eroding on Common-Core Tests

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