Implementation of K-12 state standards for mathematics and English language arts and literacy : : findings from the American teacher panel / / V. Darleen Opfer, Julia H. Kaufman, Lindsey E. Thompson.

• VerfasserIn: Opfer, V. Darleen,; Kaufman, Julia H.,; Thompson, Lindsey E.,
• TeilnehmendeR: Kaufman, Julia H.,; Thompson, Lindsey E.,; Rand Corporation,
• Language: English

"New K-12 standards for mathematics and English language arts and literacy adopted recently in most states are more rigorous and far-reaching than most previous state standards. Some evidence suggests that teachers are not prepared to help students meet those standards. However, we have very little concrete information about how state standards are connected to what teachers think and do in their classrooms. The purpose of this report is to shed further light on teachers' implementation of state standards, including the instructional materials teachers are using to address state standards and how they are using them, their perceptions about the content and approaches most aligned with their standards, and the extent to which they are asking their students to engage in practices aligned with their standards. Data are drawn from nationally representative surveys of U.S. teachers administered in the summer and fall of 2015. The findings particularly focus on teachers in states that have adopted "Standards Adapted from the Common Core" (or "SACC" states). Results are intended to help states and school districts reflect upon areas where teachers may benefit from additional guidance about how to address their state standards in ways that best support student learning. The findings also point to subgroups of teachers who may be more likely to require additional resources or professional development to help them effectively implement these new changes"--Back cover.

Table of Contents

Instructional resources to support standards implementation -- Teacher's perceptions and practices related to English language arts and literacy state standards -- Teachers' perceptions and practices related to mathematics state standards -- Conclusions and implications.