Longitudinal Outcomes Study

To date, 42 states and the District of Columbia are implementing the Common Core State Standards, and others have adopted their own college- and career-readiness standards. Such broad adoption means that examining the effect of new, rigorous standards is one of the critical questions facing education researchers over the next decade.

To estimate the effects of states' adoption and implementation of college- and career-readiness standards and aligned assessments on student outcomes, C-SAIL is analyzing National Assessment of Educational Progress (NAEP) data, high school graduation rates, and college enrollment rates in all 50 states and the District of Columbia.

Research Questions

  1. Does implementing college- and career-readiness standards result in increases in student college and career readiness?
  2. Does the adoption of assessments aligned with college- and career-readiness standards by state accountability systems result in increases in student college and career readiness?
  3. How does the effect of implementing college- and career-readiness standards and aligned assessments vary by student subgroup (including ELLs and SWDs), subject (ELA vs. math), and level (elementary, middle, and high school)?
  4. Is the effect of implementing college- and career-readiness standards and assessments on student learning moderated by the extent to which state standards are aligned with assessments in ELA and math, in elementary and high school?

50 State Database

We are creating a unique and powerful 50 state policy database that will allow us to do cross-state comparisons linking state policy to achievement trends. We will use the database to answer question such as: How quickly are states changing, and on which attributes? How are these changes related to implementation and student learning trajectories? Further, our approach allows the Center to chart explicitly how the new standards are influencing instruction for different groups for different students, such as English language learners, students with disabilities, and low-achieving students.

We are also quantitatively comparing the alignment of standards to assessments for each state, to answer pressing policy questions, such as, how well aligned are the new multi-state assessment consortia assessments with college- and career-readiness standards? Our procedures allow us to identify specific areas of alignment and misalignment, which provide actionable information for states and districts.

For more information about this work, read our condensed proposal.