Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

Autor/in	Bleiberg, Joshua
Titel	Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students
Quelle	In: AERA Open, 7 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bleiberg, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Common Core State Standards; Program Implementation; Program Effectiveness; Mathematics Achievement; Reading Achievement; Achievement Gap; Economically Disadvantaged; At Risk Students; Racial Differences; English Language Learners; Educational Policy; Accountability; Grade 4; Grade 8; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Rassenunterschied; Politics of education; Bildungspolitik; Verantwortung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01