Implementation Study

Differences in Teacher Perceptions of State Policies

Do teachers of different grades, subjects, and types of students view their state policies differently?

New data shows which states more likely to succeed in college- and career-readiness standards implementation

Contact: Jackie Kerstetter, gse-csail@gse.upenn.edu, (814) 440-2299

New data shows which states more likely to succeed in college- and career-readiness standards implementation

Map tool allows users to compare states’ policy features

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.

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.

Standards Implementation: Partners' Perspectives

On November 18th, 2016, key administrators from the state departments of education in California, Kentucky, Massachusetts, Ohio, and Texas convened for “A Conversation on College- and Career-Readiness Standards” hosted by C-SAIL in Washington, D.C. Also in attendance were professional organizations representing teachers, principals, superintendents, and policymakers across the country.

States finding success, challenges implementing college- and career-readiness standards, reports find

Philadelphia, Pa. (January 31, 2017) – The Common Core and other college- and career-readiness standards have dominated education policy debates for almost a decade. But less attention is paid to how those standards are put into practice. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) is releasing the first detailed picture of implementation in four states: Kentucky, Massachusetts, Ohio, and Texas. These reports track states taking different approaches to standard reform, and begin to identify successes and challenges from which other states can learn.

Year 1 State Report: Texas

This report examines how the state of Texas is approaching CCR standards implementation during a time of transition. The state has recently implemented revisions to the math standards and is currently revising the English language arts (ELA) standards. The revised ELA standards are expected to be ready for full implementation in the 2018–2019 school year. For the purposes of this report and in keeping with C-SAIL’s focus, we concentrate on implementation of Texas’s ELA and math standards.

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