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Teacher Implementation of CCR Standards

Resource Type
  • Edgerton, Adam (University of Pennsylvania Graduate School of Education)
  • Desimone, Laura (University of Delaware)
Publication Date
Funding Reference
  • United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
    • Award Number: R305C150007
  • Abstract

    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.

Update Metadata: 2018-12-11 | Issue Number: 1 | Registration Date: 2018-12-11

Edgerton, Adam; Desimone, Laura (2018): Teacher Implementation of CCR Standards. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset.