State Leaders in Providing Common Core-Aligned Instructional Materials
Repository Usage Stats
The Education Trust (Ed Trust) is a non-profit organization whose mission is to promote academic achievement for all students at all levels nationwide. One of Ed Trust’s six main advocacy agenda items is support for college- and career-ready education standards in all states. As part of its commitment, Ed Trust supports state adoption of the Common Core State Standards (Common Core) to raise the bar for student achievement across the nation. Policy Questions (1) Which states can The Education Trust identify as leaders in providing instructional materials to support teachers in the transition to the Common Core State Standards? (2) What characteristics of the leader states’ efforts in providing Common Core-aligned instructional materials can promising states use as they develop Common Core-aligned curricula? Identifying Leader States Of the 45 states which have adopted the Common Core, only some of them have developed Common Core-aligned instructional materials for teachers at the state level. Among these participating states, the threshold criterion for a “leader” state in this study is development of Common Core-aligned instructional materials and making the materials available to teachers in their states. To determine which states have made the most progress in providing instructional materials for teachers, this project examines: the range of Common Core-aligned instructional materials provided in each state, the accessibility of materials, and differentiation of the materials for such special student populations as English Language Learners. The leader states are divided into three groups: Leader of the Pack states: New York and Tennessee Full Steam Ahead states: Colorado, Illinois, Maryland and Massachusetts Strong Start states: Delaware, Georgia and Kentucky Promising States Forty-five states have adopted the Common Core, and states are able to learn from one another during implementation. The leader states have learned valuable lessons which provide possible policies, strategies, and initiatives that “promising” states can use to support their teachers in the transition to the Common Core A promising state is a state with the beginning resources and political will to develop Common Core-aligned instruction materials for their teachers. Promising states have indicated interest in developing Common Core resources by planning for Common Core implementation in applications for Race to the Top grants or No Child Left Behind (NCLB) waivers. Promising States include: Louisiana North Carolina Pennsylvania New Jersey Ohio Rhode Island Recommendations for Promising States I recommend that promising states pursue the following strategies: (1) Partner with curriculum creators. Most state departments of education do not have the capacity, expertise, or time to create a comprehensive set of instructional materials by the 2014-2015 school year when teachers and students will be held accountable for their performance on the Common Core. In the past, most districts have purchased curriculum materials from independent companies specializing in curriculum creation. States can modify this practice by partnering with curriculum companies or non-profit education organizations to develop Common Core-aligned instructional materials. (2) Utilize additional sources of funding. Limited financial resources is a significant barrier for states working to create Common Core-aligned instructional materials. Fortunately, education is an area of emphasis for foundations looking to fund projects. States can access funds through such entities as the Bill and Melinda Gates Foundation, which prioritize Common Core implementation. (3) Establish “working groups” of state education experts to create instructional materials. Within every state, a group of experienced and knowledgeable educators can work together to develop instructional materials aligned to the Common Core. States can create working groups of teachers and administrators who can combine their knowledge of the Common Core, the needs of their students, and their instructional expertise. (4) Create resource-sharing spaces for educators to share Common Core-aligned instructional materials. A benefit of the Common Core is that teachers are able to share resources across schools, districts, and states, because they are teaching the same skills and concepts. States can encourage the practice of sharing Common Core-aligned materials by creating online spaces for teachers to post and search for ready-to-use instructional resources. (5) Build resources in stages. Almost every state included in this report developed their pool of Common Core-aligned instructional materials over time and built on previously created resources. States can purposefully plan the creation of instructional materials by phasing in resources and building upon previously created materials. (6) Encourage teachers to use resources from other states and organizations. Some states have not developed their own set of Common Core-aligned instructional materials for teachers because they lack the resources or are traditionally local-control states. States can take advantage of the common nature of the Common Core by utilizing quality standards-aligned materials created by other states or organizations.
DepartmentThe Sanford School of Public Policy
CitationFago, Cassandra (2014). State Leaders in Providing Common Core-Aligned Instructional Materials. Master's project, Duke University. Retrieved from https://hdl.handle.net/10161/8455.
More InfoShow full item record
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
Rights for Collection: Sanford School Master of Public Policy (MPP) Program Master’s Projects