Between 2014 and 2018, most states did not significantly change their content standards while districts increasingly provided standards-aligned supports¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Most states did not significantly change their content standards between 2014 and 2018, while districts increasingly provided supports such as standards-aligned instructional materials to implement them. → Gill 2020

Evidence¶

Gill 2020¶

Gill, B., Ross, C., Dillon, E., Li, A., Troppe, P., Isenberg, E., Milanowski, A., Garrison-Mogren, R., & Rizzo, L. (2020). The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017–18. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/the-transition-to-essa-state-and-district-approaches-to-implementing-title-i-and-title-ii

q2 · i? · associational · r?

Survey-based comparison of state and district Title I/II-A implementation in 2017–18 against four years earlier. The report states "most states did not significantly change their content standards" while districts increasingly provided supports such as standards-aligned instructional materials.

"Between 2014 and 2018, most states did not significantly change their content standards, and districts increasingly provided supports, such as standards-aligned instructional materials, to implement them."

Discussion¶

Related Claims¶

• States and districts increasingly used performance data as a means to support effective teaching — related
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — a narrower finding that bears on this claim