This report presents findings from a survey of American Teacher Panel teachers conducted in spring 2016 and follows up on a survey of teachers conducted in spring 2015. It examines responses from U.S. mathematics teachers in regard to their understanding of their standards and standards-aligned practices. The authors also consider how teachers’ instructional materials might support their understanding of their standards and practice. Key findings include:
- Most of the materials that teachers reported using regularly for their instruction during the 2015–2016 school year were not highly aligned with the Common Core State Standards.
- A majority of teachers were able to identify Common Core–aligned topics at their grade level.
- At the same time, many teachers also indicated that many topics not aligned with the Common Core should be addressed at their grade level.
- Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent.
- Teachers using at least one aligned main material more frequently reported their students engaging to a great extent in standards-aligned practices than teachers not using at least one aligned main material.
- Teachers with more vulnerable students were less likely to report engaging their students in standards-aligned practices than teachers serving less vulnerable students.
Opfer, V. et al. (2018). Aligned curricula and implementation of Common Core State Mathematics Standards. Santa Monica, CA: RAND. https://www.rand.org/pubs/research_reports/RR2487.html?utm_source=WhatCountsEmail&utm_medium=NPA:2022:4938:Aug%209,%202018%208:31:44%20AM%20PDT&utm_campaign=NPA:2022:4938:Aug%209,%202018%208:31:43%20AM%20PDT