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The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
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2020
List of C-SAIL Publications (June 2020)
C-SAIL
|
2020
2019
Effects of States’ Adoption of College- and Career-Ready Standards on Student Achievement
Mengli Song, Rui Yang, Michael Garet
|
2019
2018
Year 1 State Report: California
Adam K. Edgerton, Laura M. Desimone
|
2018
2016
Instructional Coaching as High-Quality Professional Development
Laura M. Desimone & Katie Pak
|
2016
Who is Opposed to Common Core and Why
Morgan S. Polikoff, Tenice Hardaway, Julie A. Marsh, and David N. Plank
|
2016
2015
How well aligned are textbooks to the Common Core Standards in mathematics?
Morgan S. Polikoff
|
2015
Inclusion versus specialized intervention for very low-performing students: What does access mean in an era of academic challenge?
Fuchs, Fuchs, Compton, Wehby, Schumacher, Gersten, & Jordan
|
2015
2014
Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform.
Flores & Schissel
|
2014
Instructional alignment as a measure of teaching quality.
Polikoff & Porter
|
2014
Sustaining professional development
Desimone & Stuckey
|
2014
2013
Constructing aligned assessments: Using automated test construction
Porter, Polikoff, Barghaus, Yang
|
2013
Evidence-based standard setting: Establishing a validity framework for cut scores
McClarty, Way, Porter, Beimers, & Miles
|
2013
Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools
Desimone, Smith, & Phillips
|
2013
Teacher and administrator responses to standards-based reform
Desimone
|
2013
2012
Measuring Academic Readiness for College
Andrew C. Porter & Morgan S. Polikoff
|
2012
The redundancy of mathematics instruction in U.S. elementary and middle schools.
Polikoff
|
2012
2011
Assessing the Common Core standards: Opportunity for improving measures of instruction
Porter, McMaken, Hwang, & Yang
|
2011
Common Core standards: The New US intended curriculum
Porter, McMaken, Hwang, & Yang
|
2011
How well aligned are state assessments of student achievement with state content standards
Polikoff, Porter, Smithson
|
2011
Teacher participation in content-focused professional development and the role of state policy
Phillips, Desimone, & Smith
|
2011
2010
Professional development in the accountability context: Building capacity to achieve standards
Hochberg & Desimone
|
2010
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
Desimone & Long
|
2010
2007
Does policy influence mathematics and science teachers’ participation in professional development?
Desimone, Smith, & Philips
|
2007
2006
Consider the source: response differences among teachers, principals and districts on survey questions about their education policy environment
Desimone
|
2006
2005
Assessing barriers to the reform of United States mathematics instruction from an international perspective
Desimone, Smith, Baker, & Ueno
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2005
Beyond accountability and average math scores: Relating multiple state education policy attributes to changes in student achievement in procedural knowledge, conceptual understanding and problem solving in mathematics
Desimone, Smith, Hayes, & Frisvold
|
2005
2003
Do changes in patterns of participation in teachers’ professional development reflect the goals of standards-based reform?
Smith & Desimone
|
2003
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