What Do We Know About the Impact of Common Core and College and Career Readiness Standards?

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)

C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.

The goals of C-SAIL are:

• Compare and contrast college and career readiness standards implementation in English language arts (ELA) and math across different states.
• Capture the differences in approaches to implementation between states, districts, schools, and classrooms, and between students within a classroom, and determine their effects.
• Measure college and career readiness standards’ impact on student achievement, through NAEP scores, high school graduation rates, and college enrollment and employment rates.
• Create and make available new tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college and career readiness standards in ELA and math.
• Test the Feedback on Alignment and Support for Teachers (FAST) Program to support teachers through feedback and coaching.
• Engage policymakers, education practitioners, and researchers in national discussions of the Center’s work and its findings.

Eight reports have been published in 2017.

• How is policy affecting classroom instruction?
• Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction
• Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction
• Standards Implementation In Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction
• Year 1 State Report: Texas
• Year 1 State Report: Ohio
• Year 1 State Report: Massachusetts
• Year 1 State Report: Kentucky

Citation:

• Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Edgerton, A. Polikoff, M., Desimone, L. (2017). Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Ohio: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Flores, N., Nichols, T. P., Pak, K., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Texas. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Stornaiuolo, A., Flores, N., Nichols, T. P., Pak, K., Plummer, E., and Desimone L. (2017). Year 1 State Report: Ohio. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Nichols, T. P., Plummer, E., Flores, N., Pak, K., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
• Pak, K., Flores, N., Nichols, T. P., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).

Link: http://www.c-sail.org/publications