Improvements in Math Instruction and Student Achievement through Professional Learning around the Common Core State Standards in Chicago

Autor/inn/en	Allensworth, Elaine; Cashdollar, Sarah; Gwynne, Julia
Titel	Improvements in Math Instruction and Student Achievement through Professional Learning around the Common Core State Standards in Chicago
Quelle	7 (2021) 1, (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Allensworth, Elaine) ORCID (Cashdollar, Sarah) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Improvement; Mathematics Instruction; Mathematics Achievement; Faculty Development; Common Core State Standards; Middle School Mathematics; Educational Policy; Teaching Methods; Curriculum Implementation; Student Attitudes; Outcomes of Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and post-standards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Post-implementation, there were significantly greater improvements in standards-aligned instructional practices, math grades, pass rates and test scores in schools with more extensive professional learning around the standards, especially for students with low initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and its teacher leader model. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01