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Passing Through Science: The Effects of Raising Graduation R...
To examine the effects of implementing a universal science mandate in a large urban district.
Issue/Topic: Curriculum--Science; High School--Graduation Requirements
Author(s): Montgomery, Nicholas; Allensworth, Elaine; Correa, Macarena
Organization(s): Consortium on Chicago School Research
Published On: 2010
  • The change in graduation requirements led substantially more students to take and pass three or more full science courses.
  • Despite large increases in course-taking, there is little evidence they learned substantiall...
Common Core Standards: The New U.S. Intended Curriculum
To examine how much change the Common Core standards represent for content standards and assessments
Issue/Topic: Common Core State Standards and Assessments
Author(s): Hwang, Jun; McMaken, Jennifer; Porter, Andrew; Yang, Rui
Organization(s): University of Pennsylvania Graduate School of Education
Publication: American Educational Research Association
Published On: 2011
Findings/Results: The Common Core standards represent considerable change from what states currently call for in their standards and in what they assess. The Common Core standards are somewhat more focused in math but not in English language arts and reading...
Content Coverage Differences across Districts/States: A Pers...
To explore the relationship between classroom mathematics content coverage and student achievement
Issue/Topic: Standards; Equity
Author(s): Houang, Richard; Cogan, Leland; Schmidt, William; McKnight, Curtis
Organization(s): Michigan State University; University of Oklahoma
Publication: American Journal of Education
Published On: 2011

Significant differences in content coverage do exist as a function of the U.S. education system, and this is related to the observed student achievement differences.

1. In the 13 districts examined, vast variation in math content ...

Curriculum Differentiation and Comprehensive School Reform: ...
To examine whether implementation of a common standards-based curriculum reduces tracking and curriculum differentiation
Issue/Topic: Instructional Approaches--Tracking/Ability Grouping
Author(s): Harris, Donna
Organization(s): University of Rochester
Publication: Educational Policy
Published On: 2011
  • Despite adoption of a schoolwide model committed to limiting the use of tracking (e.g., America's Choice), many middle schools and teachers using the model continue to sort students academically.
  • Even though schools...
Curricular Coherence and the Common Core State Standards for...
To explore the relationship of the Common Core State Standards for Mathematics (CCSSM) to student achievement
Issue/Topic: Common Core State Standards and Assessments; Curriculum--Mathematics
Author(s): Schmidt, William; Houang, Richard
Organization(s): Michigan State University
Publication: Educational Researcher
Published On: 2012
  • A very high degree of similarity exists between the CCSSM and the standards of the highest achieving nations on the 1995 Third International Mathematics and Science Study.
  • A wide variation in the proximity of state ...
The Association of State Policy Attributes With Teachers' In...
To address the following research questions:

1. To what extent do state policies differ on attributes (consistency, specificity, stability, power and authority) that may shape levels of instructional alignment?

2. What is the relationship between these state policy attributes and the outcome of instructional alignment with standards and assessments?

Issue/Topic: Common Core State Standards and Assessments; Standards--Implementation
Published On: 8/8/2012
Findings/Results: The results indicate great variations across the states in the measured attributes of consistency, specificity, stability, power and authority.

The results show several small-to-moderate relationships of these attributes with instructio...

Upping the Ante of Text Complexity in the Common Core State ...
To raise caution about the text complexity staircase so that potential, unintended consequences do not occur for students in the primary grades.
Issue/Topic: Common Core State Standards and Assessments
Author(s): Hiebert, Elfrieda; Mesmer, Heidi Anne
Organization(s): Virginia Tech
Publication: Educational Researcher
Published On: 2013
  • It is middle and high school levels that have decreased over the past 50 years, not the texts of the primary grades.
  • The CCSS writers based the rationale for increased text levels in grades 2-3 on three assumptions,...
Challenging the Research Base of the Common Core State Stand...
To determine whether school reading texts have trended downward in difficulty and sophistication over the past half century
Issue/Topic: Common Core State Standards and Assessments; Textbooks and Open Source
Publication: Educational Researcher
Published On: 9/30/2013
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