Common Core Changes in Teaching

According to a report from RAND Corporation, since the introduction of Common Core State Standards, math and English-language arts teachers have increased their use of standard-aligned online resources. About 60% of math teachers and 55% of English teachers used Teacherspayteachers.com for online materials in 2017, up from 41% of math teachers and 42% of English teachers in 2015. Findings also indicate that teachers' use of standards-aligned and content-focused online materials appeared to rise even though their use of published textbooks change little. Although most aspects of mathematics and ELA teachers' knowledge about their standards did not change, ELA teachers were less likely to regard the use of complex, grade-level texts as aligned with their standards in 2017 than in 2016. While researchers observed no changes in mathematics teachers' practices overall, mathematics teachers of low-vulnerability students reported that their students engaged less in some standards-aligned student practices in 2017 than in 2016; similar changes were not observed in reports of teachers serving more vulnerable students. ELA teachers reported that their students engaged less in several standards-aligned practices in 2017 than in 2016. More research is needed to consider whether teachers' instruction is changing over time and, potentially, in response to Common Core State Standards. 

Kaufman, J. H., Opfer, V. D., Bongard, M., & Pane, J. D. (2018). Changes in what teachers know and do in the Common Core era – American teacher panel findings from 2015 to 2017. Santa Monica, CA: Rand Corporation

https://www.rand.org/content/dam/rand/pubs/research_reports/RR2600/RR2658/RAND_RR2658.pdf

Math and Common Core report

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

Academic standards and student achievement study

There is no correlation between states that raise academic standards and actual improvements in student achievement, researchers report. Researchers say the issue could be related to other factors, including a lack of educational resources or the end of No Child Left Behind.
Hamlin, D., & Peterson, P. (2018). Have states maintained high expectations for student performance? Education Next. https://www.educationnext.org/have-states-maintained-high-expectations-student-performance-analysis-2017-proficiency-standards/. 

Cultural Awareness and Academic Librarians

The following standards were developed by the Racial and Ethnic Diversity Committee of ACRL (Association of College & Research Libraries), based on the 2001 National Association of Social Workers Standards for Cultural Competence in Social Work Practice. The standards are intended to emphasize the need and obligation to serve and advocate for racial and ethnically diverse constituencies. As such­­­, they are intended to apply to all libraries supporting academic programs at institutions of higher education.

ACRL Racial and Ethnic Diversity Committee (2012). Diversity standards: Cultural competency for academic librarians: Approved by the ACRL Board of Directors, April 2012. Chicago, IL: Association of College and Research Librarians. http://www.ala.org/acrl/standards/diversity

Common Core Standards – Teacher vs. Public Awareness

According to a report by the DC-based Achieve, although 46 states and Washington, D.C. have adopted the Common Core State Standards (CCSS), less than a quarter of the general public knows about the academic standards for K-12 education that are designed to prepare students for college and the workforce. A whopping three fourths of the voting public say they’ve heard nothing or not much about the standards in math and English.

Other key findings include:

-       Voters and teachers strongly support common standards and assessments. Voter support remains strong regardless of age, education level, race, ethnicity, or party affiliation.

-       There has been a significant increase in awareness of the Common Core State Standards among teachers since August 2011, while awareness of the CCSS continues to be very low among voters.

-       The more teachers know about the CCSS, the more positive impression they have of the standards. Similarly, voters who are aware of the Common Core hold a net favorable view of the standards.

-       A majority of both voters and teachers support the CCSS assessments and support holds when more information on the assessments is provided.

-       However, there are mixed reactions to some specific components of the new assessments, although voters and teachers are fairly consistent in their views on the highest and lowest rated assessment components.

Achieve (2012). Growing awareness, growing support: Teacher and voter understanding of the Common Core state standards & assessments. Washington, D.C.: Achieve. https://www.achieve.org/files/GrowingAwarenessGrowingSupportreportFINAL72012.pdf