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	In: AERA Open, 7 (2021) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Allensworth, Elaine) ORCID (Cashdollar, Sarah) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Faculty Development; Common Core State Standards; Mathematics Tests; Scores; Teaching Methods; Alignment (Education); Middle School Students; School Districts; Student Attitudes; Correlation; Educational Policy; Policy Analysis; Longitudinal Studies; Institutional Characteristics; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Schülerverhalten; Korrelation; Politics of education; Bildungspolitik; Politikfeldanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it 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 poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement. [For the corresponding grantee submission, see ED613834.] (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