Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago

Cashdollar, Sarah; Gwynne, Julia A.

doi:10.1177/2332858420986872

Cited by 6 publications

(14 citation statements)

References 53 publications

(86 reference statements)

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“…A nascent consensus in the literature on the effects of CC on student outcomes is emerging. Consistent with the analysis herein, Loveless (2014Loveless ( , 2015Loveless ( , 2016, Xu and Cepa (2018), Gao andLafortune (2019), andAllensworth et al (2021) all find small positive correlations between the CC and student outcomes. Song et al (2019) find largely negative effects of the CCR standards, which includes CC implementing states, states that made major revisions, and states that never adopted the CC.…”

Section: Discussionsupporting

confidence: 83%

“…Questions about whether the CC content standards improved student outcomes and the size of the relationship has benefitted students remain unresolved (Polikoff, 2017). Studies have found the relationship between CC implementation and student outcomes is mixed (Allensworth et al, 2021;Loveless, 2014Loveless, , 2015Loveless, , 2016Gao & Lafortune, 2019;Song et al, 2019;Xu & Cepa, 2018). In particular, it is unknown whether the CC contributed to the closure of achievement gaps (O'Day, & Smith, 2019;Polikoff, 2017).…”

mentioning

confidence: 99%

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Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

Bleiberg

2021

AERA Open

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Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences.

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Section: Discussionsupporting

confidence: 83%

mentioning

confidence: 99%

Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

Bleiberg

2021

AERA Open

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“…Learning motivation has a favorable and considerable impact on economic accomplishment, according to the first hypothesis. This conclusion is in line with [7], [8], [9], [24], [25], [26], [27] and [28].…”

Section: The Effect Of Learning Motivation On Economic Learning Achie...supporting

confidence: 84%

The Economic Learning Achievement Influenced by the School Environment and Learning Motivation

Febrina¹,

Efendi²

2022

Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indones

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Learning achievement is part of an outcome of the learning process carried out by a student at school. This study analyzes the influence of the educational environment and learning motivation on economic learning achievement. This form of research is retrospective and quantitative. This study utilized as many as 83 respondents from Bengkulu Utara's class X Social Science State High School 8 using a technique of saturation sampling. This study's method of analysis is regression analysis. 1) There is a strong correlation between economic learning achievement and student motivation in school, and these findings are further supported by research showing that both student motivation and school environment have a significant impact on economic learning achievement (63.7% and 37.3%, respectively).

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“…At the same time, we cannot say with certainty from this analysis that these changes were due to the implementation of the district's plan or the teacher leader model. In another study, we did find significant relationships between the degree to which teachers reported participating in professional learning around the standards and changes in math instruction and math achievement; that study did not examine science (Allensworth et al, 2021).…”

Section: Students Engaged More Frequently In Standards-aligned Practicesmentioning

confidence: 78%

Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

Cassata

2021

IJ STEM Ed

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Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

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Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago

Cited by 6 publications

References 53 publications

Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

The Economic Learning Achievement Influenced by the School Environment and Learning Motivation

Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

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