This report examines two key school supports that could help teachers
address state standards in their instruction: curriculum requirements and
school leader knowledge of standards.
Key
findings highlighted in our report include:
- The most commonly-required and
recommended instructional materials for English language arts and mathematics
are not always aligned closely with the major emphases of state standards.
- Majorities of school leaders could not
identify reading approaches that are aligned with most state standards.
- School leaders had particular
difficulty with identifying standards-aligned mathematics topics at higher
grade levels in their schools. In addition, school leaders who reported
requirements or recommendations for standards-aligned instructional materials
were also better able to identify standards-aligned reading approaches.
The findings
imply that states and districts should try to do more to ensure that the
materials they recommend or require are closely aligned with their standards,
as well as provide clear information about the materials that are most closely
aligned with their standards.
Kaufman, J.
H., & Tsai, T. (2018). School supports for teachers' implementation of
state standards: Findings from the American school leader panel. Santa Monica,
CA: RAND Corporation. https://www.rand.org/pubs/research_reports/RR2318.html
