Implementation Study

What are states doing to support ELLs in becoming college- and career-ready?

C-SAIL’s partner states offer a range of contexts for understanding the implementation of college- and career-readiness (CCR) standards for English language learners (ELLs). Two of our partner states, Kentucky* and Ohio, have historically had few ELLs, though both have experienced a doubling of their numbers within the past 10 years. One of our partner states, Massachusetts, has a moderate and growing ELL population. Two of our partner states, California and Texas, have long histories of working with ELLs.

Teacher Implementation of College and Career-Ready Standards: Challenges & Resources

Roughly seven years have passed since the majority of states adopted college- and career-readiness (CCR) standards. Some states adopted the Common Core State Standards while others adopted their own versions of CCR standards.

The Challenges District Administrators Face: A comparison of C-SAIL and Gallup Poll findings

A recent Gallup poll of superintendents provides insights about the challenges they face—namely improving the academic performance of underprepared students, the effects of poverty on student learning, and resource constraints. C-SAIL’s ongoing work in our partner states as part of our Implementation study takes a similar but focused look at the challenges district administrators face as they grapple with implementing college- and career-readiness standards. Here we present survey and interview findings in light of the new Gallup Poll results.

"PLC Rounds" Open Educator Meetings to Community Stakeholders


Photo by @llski viaTwenty20

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.

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