Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

 

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Now showing 1 - 10 of 33
  • Publication
    An integrative approach to professional development to support college- and career- readiness standards.
    (2020-08-03) Pak, Katie; Desimone, Laura M.; Parsons, Arianna
    Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.
  • Publication
    How is policy affecting classroom instruction?
    (2017-05-11) Edgerton, Adam K.; Polikoff, Morgan; Desimone, Laura M.
    Five-plus years into the experiment with new “college- and career-ready standards” (of which Common Core is the most notable and most controversial example), we know little about teachers’ implementation and the ways policy can support that implementation. This paper uses new state-representative teacher survey data to characterize the degree of standards implementation across three states—Kentucky, Ohio, and Texas. We also investigate teachers’ perceptions of the extent to which the policy environment supports them to implement the standards. We find a great deal of variation in perceptions of policy, with Ohio teachers perceiving policy to be less supportive than Kentucky or Texas teachers. Teachers in all states are mostly implementing the content in new standards, but they are also teaching a good deal of content they should not—content that has been deemphasized in their grade-level standards. Perceptions of policy do not explain much of the variation in instruction, contrary to our theory. If greater attention is not paid to supporting teachers to implement the standards and reduce coverage of deemphasized content, we worry the standards will not have much effect.
  • Publication
    Standards Implementation in Texas: Local Perspectives on Policy, Challenges, Resources, and Instruction
    (2017-03-01) Edgerton, Adam K.; Desimone, Laura M.; Yang, Rui
    This report examines select data from a survey administered to districts, principals, and teachers in the state of Texas during the spring of 2016. The results presented focus on responses about the state’s standards-based reform policies as described by the policy attributes (Porter, Floden, Freeman, Schmidt, & Schwille, 1988), the theoretical framework that undergirds C-SAIL’s research. The framework suggests that five attributes are related to successful policy implementation, and that the stronger each attribute is, the better implementation will be.
  • Publication
    C-SAIL Year 2 Convening: Measurement Study Presentation
    (2016-11-18) Polikoff, Morgan
    Morgan Polikoff presents Year 1 progress on the Measurement Study at C-SAIL's first annual "A Conversation on College- and Career-Readiness Standards" in Washington, D.C. on November 18, 2016. This PowerPoint presentation corresponds to a presentation video available at c-sail.org/videos.
  • Publication
    Year 1 State Report: Massachusetts
    (2017-02-01) Pak, Katie; Flores, Nelson; Nichols, T. Philip; Plummer, Emily
    This report examines how the state of Massachusetts approached college- and career-ready standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015–2016. The transition will take place in 2016–2017, with full implementation of the next-generation assessment by the spring of 2017. For the purposes of this report and in keeping with C-SAIL’s focus, the authors concentrate on implementation of Massachusetts’ English language arts (ELA) and math standards.
  • Publication
    C-SAIL Year 2 Convening: FAST Study Presentation
    (2016-11-18) Smith, Toni
    Toni Smith presents Year 1 progress on the Feedback on Alignment and Support for Teachers (FAST) Program Study at C-SAIL's first annual "A Conversation on College- and Career-Readiness Standards" in Washington, D.C. on November 18, 2016. This PowerPoint presentation corresponds to a presentation video available at c-sail.org/videos.
  • Publication
    A 20/20 Vision for Standards-Based Reform
    (2020-05-28) C-SAIL, C-SAIL
    What's next for standards-based reform? With the release of the 2019 National Assessment of Educational Progress results in math and reading, it became clear that standards-based reform has not moved the needle on student achievement. This may be due, in part, to how districts, schools, and teachers are making sense of and implementing college- and career-readiness standards. On Thursday, May 28, 2020, the Center on Standards, Alignment, Instruction, and Learning (C-SAIL) hosted a virtual event to share what we've discovered over the last five years examining standards implementation and impact at the state, district, school, and classroom level and engage practitioners, policymakers, and researchers to look to the future of standards-based reform. This PowerPoint presentation corresponds to a presentation video available at c-sail.org/videos.
  • Publication
    Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction
    (2017-05-01) Edgerton, Adam K.; Desimone, Laura M.
    This report examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. The results presented focus on responses about the state’s standards-based reform policies as described by the policy attributes (Porter, Floden, Freeman, Schmidt, & Schwille, 1988), the theoretical framework that undergirds C-SAIL’s research. The framework suggests that five attributes are related to successful policy implementation, and that the stronger each attribute is, the better implementation will be.
  • Publication
    Standards Implementation in Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction
    (2017-03-01) Desimone, Laura M.; Edgerton, Adam K.; Yang, Rui
    This report examines select questions from a spring 2016 survey administered to districts, principals, and teachers in the state of Ohio. The results presented focus on responses about the state’s standards-based reform policies as described by the policy attributes (Porter, Floden, Freeman, Schmidt, & Schwille, 1988), the theoretical framework that undergirds C-SAIL’s research. The framework suggests that five attributes are related to successful policy implementation, and that the stronger each attribute is, the better implementation will be.
  • Publication
    Year 1 State Report: Kentucky
    (2017-02-01) Pak, Katie; Flores, Nelson; Nichols, T. Philip; Plummer, Emily
    This report examines how the state of Kentucky approached college- and career-ready standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions for public review and official implementation by summer 2017. For the purposes of this report and in keeping with C-SAIL’s focus, the authors concentrate on implementation of Kentucky’s English language arts (ELA) and math standards.