Evaluate standards implementation by implementation strategy, student subgroups, and outcomes beyond test scores¶
Design · All designs
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 associational),q1–q2· 0 of 2 report an effect size · 2 claims rest on one study
Description¶
The article argues that existing literature on the Common Core State Standards in Math showed little benefit but had not examined variation by implementation strategies, student subgroups, or outcomes other than test scores. It therefore designs its evaluation around "different levels of participation in professional learning around the standards," subgroup achievement levels, and grades, pass rates, and practice reports. This broadens what counts as evidence of a standards policy's effects.
Design Implications¶
Context¶
Requirements¶
- Outcome data beyond test scores, such as student reports of instructional practices, grades, and pass rates, must be available
Constraints¶
- Findings are from one district (Chicago) and the middle grades, so generalization to other settings is not established in the available text
Target Learners¶
- middle grades students
Learning Goals¶
- mathematics achievement under standards-based reform
Claims¶
- Little evidence exists of student achievement changes following Common Core implementation in other places, with the one positive study limited to wealthier districts [+W]
- Despite very different district implementation strategies for ELA and math, 2016 survey responses showed few differences between teachers responsible for each set of standards [+W]
Related Designs¶
Examples¶
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Key Sources¶
- Key Questions: How did students' reports of instructional practices, their test scores, grades, and pass rates in math change with implementation of the CCSS-M, based on their schools' level of participation in standards-related PL?. (2018). AERA Open. https://aeraopen.org
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
evaluate-standards-implementation-by-strategy-subgroups-and-broader-outcomes |
title |
Evaluate standards implementation by implementation strategy, student subgroups, and outcomes beyond test scores |
description |
The article argues that existing literature on the Common Core State Standards in Math showed little benefit but had not examined variation by implementation strategies, student subgroups, or outcomes other than test... |
status |
review |
generated |
by process:settle-candidates on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — key-questions-how-did-students-reports-of-instructional-practices-2018 |
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