Teacher Implementation of CCR Standards
Principal Investigator(s): View help for Principal Investigator(s) Adam Edgerton, University of Pennsylvania Graduate School of Education; Laura Desimone, University of Delaware
Version: View help for Version V1
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Project Citation:
Edgerton, Adam, and Desimone, Laura. Teacher Implementation of CCR Standards. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-12-11. https://doi.org/10.3886/E107723V1
Project Description
Summary:
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Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers, but not among math teachers.
Funding Sources:
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United States Department of Education. Institute of Education Sciences. National Center for Education Statistics (R305C150007)
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