College- and Career-Readiness

How ‘Common’ Are State-Provided Standards Resources? What State-Provided Resources Can Tell Us About Common Core Implementation

Alignment between various parts of the education policy system is a central goal of any standards-based reform. In 2009, when governors from almost all states were involved in the initial development of the Common Core State Standards, it may have seemed like common standards would result in tighter alignment, or greater consistency, in curriculum, professional development, instruction, and assessment across states.

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.

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

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.

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