Implementation Study

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.

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.

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