C-SAIL Blog

Learn about standards implementation directly from stakeholders across the system – teachers, principals, policymakers, and researchers.

Our blog presents posts by C-SAIL researchers, Center partners, and guest colleagues to examine the impact of college- and career-readiness (CCR) standards on teaching and learning; interpret state and national policies affecting CCR standards implementation; and present resources for education practitioners, policymakers, and researchers. We pay special attention to the experience of English language learners and students with disabilities, as well as the progress of standards reform in our partner states—California, Massachusetts, Ohio, and Texas.

The views expressed by the C-SAIL bloggers do not represent the views of the Center on Standards, Alignment, Instruction, and Learning (C-SAIL) or its funder, the Institute for Education Sciences (IES).

Morgan Polikoff | May 31, 2016

Who opposes the Common Core? The answer might surprise you.

  • Common Core State Standards
Katie Pak | May 23, 2016

These days, decisions to retain, revise, or replace statewide college- and career- readiness standards appear constantly in the news. In fact, the increasingly political nature of the Common Core State Standards, in particular, has stirred state activity to such an extent that legislators introduced over 770 bills concerning academic standards in 2015 alone. In this post, Katie Pak provides a downloadable overview of state legislative CCR activity since 2011 and discusses what our partner states are doing.

Nelson Flores | May 16, 2016

Is requiring schools and districts to report student subgroup data enough to ensure a quality education for America's English language learners? What do the Common Core State Standards say about the unique needs of ELL students?

  • English Language Learners
Andy Porter | May 13, 2016

Last month, Michigan state superintendent Brian Whiston told legislators he wants to overhaul the state's assessment system, including an 'age-appropriate' component for kindergarten students. But how much testing is too much, and how young is too young for standardized testing?

  • Testing
Laura Desimone | April 28, 2016

Teachers play an important role in giving a policy authority, as part of stakeholder buy-in, which is necessary if standards implementation is to be successful, Laura Desimone explains.

Andy Porter | April 19, 2016

In Andy Porter’s AERA Distinguished Contributions to Education Research Award lecture in Washington, D.C., this week he discussed the history of standards-based reform and C-SAIL’s upcoming contributions.

Morgan Polikoff | April 14, 2016

Standards-aligned materials are only useful if teachers find them and use them, says Morgan Polikoff. In this post, he describes how C-SAIL’s original intervention might be the missing link to successful reform, by bringing resources directly to the classroom door.

Andy Porter | April 8, 2016

C-SAIL director Andy Porter and IES project officer James Benson discuss the Center’s key questions and goals for the years ahead.

Andy Porter | April 4, 2016

Policies can become effective through five different characteristics. In this post, C-SAIL director Andy Porter compares the Every Student Succeeds Act to No Child Left Behind in two notable characteristics, power and authority.

Katie Pak | March 30, 2016

Now that ESSA authorizes states to be the agenda setters for their respective educational systems, Pak revisits Follett’s book on state departments of education and their role in standards implementation and capacity-building.

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