G2TT
来源类型Report
规范类型报告
Supportive but not supported: School district leaders’ opinions on implementing the Common Core state standards
Nat Malkus; Jenn Hatfield
发表日期2016-11-29
出版年2016
语种英语
摘要Key Points Implementing the Common Core State Standards brought major changes to assessments, instruction, and curriculum that most district officials consider beneficial. The Common Core was far from the only new reform on districts’ plates over the past several years. During the transition to the Common Core, 98 percent of district leaders were implementing at least one other major reform, and nearly 52 percent were implementing four or more. School district leaders favor the new standards, but they need more support from their states to improve instruction and student achievement. Read the full PDF. Introduction  Alternatively praised as a great leap forward for public schools and denounced as an unmitigated disaster, the Common Core State Standards (CCSS) represents one of the biggest reforms in the history of US public education. The Common Core set out to create common state standards for reading and math instruction in public schools nationwide. Producing this unprecedented reach required substantial federal incentives and cooperation across and within states, but its ultimate success required schools and districts to undertake a massive implementation challenge. The CCSS was developed in 2009 by the Council of Chief State School Officers and the National Governors Association. By the time the reading and math standards were released in 2010, 45 states and the District of Columbia had already pledged to adopt them. That same year, the vast majority of states joined one of two testing consortia that would develop the new Common Core–aligned assessments. A majority of states had adopted the Common Core and its associated tests in a short time frame, and the future looked bright. Of course, adopting the Common Core was just a first step. After 2010, the hard work of implementing new curricula and assessments began. Opposition mounted on the political left and right, as well as from teachers and parents, over what was being taught and tested. State departments of education, school districts, administrators, and teachers all had important roles to play for the new standards to be digested and translated into state curricula. Understanding the implementation of the Common Core standards requires examining each of these distinct but interdependent roles. States originally adopted the standards, and they needed to support implementation in school districts by providing curricular guidance, technical assistance, revised instructional materials, and funding. Districts needed to convert these directives and supports into usable information and resources for school leaders. School leaders, in turn, needed to translate the required changes for teachers and other staff. Finally, teachers were tasked with changing instruction to prepare students to meet the new requirements. While none of these levels, or the interactions between them, is necessarily more important than any other, the crucial work of school districts has been underexamined. To this end, we set out to learn what Common Core implementation looks like to school district officials the best way we knew how: we asked them. In the spring of 2016, we surveyed more than 100 senior school district officials in states that had at one time adopted the CCSS.1 We focused our survey questions on three key aspects of these leaders’ experiences implementing the standards. First, we asked leaders to gauge the magnitude of the changes brought on by the transition to the CCSS and the new tests that were aligned to them. In states that originally adopted CCSS or consortia tests but then changed, we asked about the standards currently in use. Next, we asked how supportive district leaders were of the new standards and how that compared with the stakeholders above and below them, such as state officials, teachers, and principals. Finally, we asked district leaders to share their views on the kinds and quality of assistance that they received from the state. Our survey revealed several interesting findings. Perhaps unsurprisingly, we found that most district officials believed the CCSS brought major or moderate changes to instruction. Most respondents thought the changes were for the better, and they were more supportive of the changes than were state- or school-level stakeholders. However, most of these district officials viewed state support for the new standards as middling or insufficient. As a result, many district officials reported that they were not sufficiently staffed or funded to implement the new standards and thus had to make significant changes with existing capacity. The remainder of the report details district leaders’ perspectives on Common Core implementation. Because districts have done—and are still doing—much of the heavy lifting, we hope these findings illuminate the challenges districts face and suggest ways to ease some of their burdens. Read the full report. Notes 1. We conducted a random sample of school districts in states that had adopted the Common Core State Standards at any time since 2010. We randomly selected a sample of US districts proportional to their size as determined by the number of schools in 2013–14 according to the Common Core of Data from the National Center for Education Statistics.
主题K-12 Schooling
标签American education ; Common core ; Education Policy ; public schools ; School curriculum ; school districts
URLhttps://www.aei.org/research-products/report/supportive-but-not-supported-school-district-leaders-opinions-on-implementing-the-common-core-state-standards/
来源智库American Enterprise Institute (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/206326
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Nat Malkus,Jenn Hatfield. Supportive but not supported: School district leaders’ opinions on implementing the Common Core state standards. 2016.
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