A recent study found that a high percentage of mathematics teachers report using instructional materials with some demonstrated evidence of alignment to Common Core State Standards. However, there is less evidence that state standards are playing a role in the materials English language arts teachers use for instruction.

For example, the dominant reading materials English teachers report using for their instruction are leveled readers, which are texts written at students’ individual reading levels rather than students’ grade level. The Common Core State Standards, in contrast, emphasize use of complex and grade-level texts with all students. Use of leveled readers was especially high among teachers with higher populations of English-language learners — those for whom English is not their first language — in their classrooms and higher numbers of students who receive free and reduced-price lunches.

The data presented in this report come from two web-based surveys administered by RAND Education to the American Teacher Panel (ATP) in June and October 2015. The ATP is a randomly selected, nationally representative panel of American teachers (specifically, the panel comprises full-time public school teachers in grades K–12 in all subjects, including teachers of special education students and English language learners). In addition to the nationally representative sample of teachers, the ATP includes four state-level representative samples for California, Louisiana, New Mexico, and New York. These are states that have received some investment from the Helmsley Charitable Trust to support implementation of standards.

In June 2015, the entire ATP was surveyed, which included approximately 2,745 teachers. Of those teachers, 1,705 (62%) responded. In October 2015, just over 2,000 mathematics and English language arts teachers in the ATP were surveyed, of which 1,168 (58%) responded.

The study did find a few differences between teachers in SACC and in non-SACC states. Specifically, SACC mathematics teachers reported significantly more use of some instructional materials that have demonstrated alignment with CCSS, including EngageNY and Math Expressions. There were no significant differences in use of instructional materials between teachers with higher and lower percentages of ELLs or those in schools with higher versus lower percentages of students receiving free or reduced priced lunch.

Key Findings

  • State Standards Could Be Influencing the Selection and Use of Mathematics Curricula
  • High percentages of mathematics teachers in SACC states are using curricula aligned with Common Core State Standards (CCSS), and elementary mathematics teachers — in particular — report that their use of instructional materials is influenced by standards.
  • Leveled readers are the dominant materials used by ELA teachers, particularly among teachers with potentially more struggling readers (e.g., teachers with high percentages of English Language Learners).
  • Use of district-developed and teacher-developed materials is widespread, and some evidence suggests that this is related to new standards in SACC states.

Recommendations

The areas where states and districts could provide more guidance and supports for teachers to implement state standards for ELA and literacy include:

  • selection and development of high-quality instructional materials aligned with standards
  • additional guidance on practices that take into account repertoires of close reading and skills-based reading instruction for different texts, purposes, and contexts.

The areas where states and districts could provide more guidance and supports for teachers to implement state standards for mathematics include:

  • selection and development of high-quality instructional materials aligned with standards at the secondary level
  • further clarity on key content at each grade level
  • guidance about how to address aspects of rigor with equal time and intensity.

Read the ArticleSurvey Results (PDF, 1.1MB)

Source: Rand Corporation