Elementary teachers were much more likely than high school teachers to report the CCSS would have a great deal of impact on teaching and learning in 2016¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In 2016, just over 80 percent of elementary teachers in both the ELA and math response groups felt the CCSS would have a great deal of impact on what they teach, versus around 45 percent of high school teachers. → Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018
Evidence¶
Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018¶
Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe. (2018). Getting Ready for the Common Core State Standards: A 2016 Update. UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/getting-ready-common-core-state-standards-experiences-cps-teachers-and-administrators
q2 · i? · associational · r2
Spring 2016 My Voice, My School survey of CPS teachers, analyzed separately for ELA (n=4,098) and math (n=3,477) response groups. "just over 80 percent of elementary teachers" reported great impact on what they teach, versus around 45 percent of high school teachers; student-achievement impact was reported by just over 60 percent of elementary versus around 30 percent of high school teachers.
"In 2016, just over 80 percent of elementary teachers in both the ELA and math response groups felt that the CCSS would have a great deal of impact on what they teach"
Discussion¶
Related Claims¶
- Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers — related
- Despite very different district implementation strategies for ELA and math, 2016 survey responses showed few differences between teachers responsible for each set of standards — related
- Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
- Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation — related
- Around half of teachers reported meeting in grade-level teams at least weekly and observing colleagues' classrooms at least quarterly to implement the CCSS — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ccss-elementary-teachers-greater-impact-beliefs |
title |
Elementary teachers were much more likely than high school teachers to report the CCSS would have a great deal of impact on teaching and learning in 2016 |
description |
Elementary teachers were much more likely than high school teachers to report the CCSS would have a great deal of impact on teaching and learning in 2016 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-a-gwynne-and-jennifer-r-cowhy-with-r-steven-quispe-2018 |
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