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State Standards Could Be Influencing the Selection and Use of Mathematics Curricula

• High percentages of mathematics teachers in SACC states are using curricula aligned with Common Core State Standards (CCSS), and mathematics teachers report that their use of instructional materials is influenced by state standards and assessments more than ELA teachers.
• Leveled readers are the dominant materials used by ELA teachers, particularly among teachers with potentially more struggling readers (e.g., teachers with high percentages of English Language Learners).
• Use of district-developed and teacher-developed materials is widespread, and some evidence suggests that this is related to new standards in SACC states.

While CCSS for ELA and Literacy Emphasize Text Complexity and Close Reading, Many ELA Teachers in SACC States Indicate ELA Approaches Aligned with their State Standards Include Leveled Texts and Reading Instruction Not Centered on Texts

• Although teachers do not necessarily identify instructional approaches most aligned with CCSS, a majority report their students regularly engaging in text-centered practices, although fewer report student engagement in writing.
• We observe no differences in perceptions of ELA/literacy state standards and standards-aligned practices among those from higher versus lower income schools.

Most Mathematics Teachers in SACC States Can Identify Topics Aligned with CCSS at Their Grade Level, Although Some Identify Additional Topics Not Aligned With CCSS

• Perceptions among teachers serving different types of students (e.g., more students qualifying for free or reduced priced lunch) differ on "aspects of rigor" targeted by particular standards.
• Many mathematics teachers report engaging their students in standards-aligned practices regularly, though fewer teachers report student engagement in construction of viable arguments.