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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 20 to 25 percent of teachers felt being accountable for unaligned tests was a great-extent barrier, versus nearly 50 percent of administrators in 2015. → Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018 q2 i? The majority of math-response teachers said teachers' lack of math content knowledge was not a barrier to CCSS-Mathematics implementation. → Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018 (2)

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

2016 teacher survey repeated the 2015 administrator barrier items. "Only 20 to 25 percent" of teachers called unaligned tests a great-extent barrier, with 40-50 percent saying not at all or a little; fewer than 20 percent said the same about collaboration time or inadequate PD.

"Only 20 to 25 percent of elementary and high school teachers in the ELA and math response groups felt that being accountable for unaligned tests was "to a great extent" a barrier to implementing the standards"

Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018 (2)¶

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

Only math-response teachers were asked about lack of math content knowledge as a barrier. "61 percent of elementary teachers and 72 percent of high school teachers" said it was not a barrier to CCSS-Mathematics implementation.

"The majority of these teachers (61 percent of elementary teachers and 72 percent of high school teachers) said this was not a barrier to CCSS-Mathematics implementation"

Discussion¶

Related Claims¶

• 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
• 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
• 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
• 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 — 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
• Time to plan, more than tools or training, was the largest reported barrier to implementing LVN strategies — related
• Nearly all respondents said inadequate school time and opportunities for collaboration made cross-sector collaboration more difficult — related