#  Teaching Higher: Educators' Perspectives on Common Core Implementation 

 



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 **Date:** 02/09/2016 

 

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Now that the Every Student Succeeds Act (ESSA) has resolved the struggle over the federal role in education, leaders in the remaining Common Core states can refocus attention on the standards, the assessments, and the supports teachers and students need to succeed on them. To inform those efforts, the Center for Education Policy Research (CEPR) at Harvard University surveyed a representative sample of teachers in five states (Delaware, Maryland, Massachusetts, New Mexico, and Nevada) as they prepared their students to take the new Common Core-aligned assessments in the spring of 2015. We asked teachers and principals about the types and amounts of professional development they received, the textbooks they were using, the online resources they found most helpful, and the alignment between Common Core State Standards (CCSS) and teacher evaluations. We studied how each of the above was related to students’ performance on the new assessments, after controlling for students’ demographic characteristics and prior achievement on state assessments.



 

 

 See also:- [ Research and Reports ](/resource-type/research-report)
- [ Curriculum ](/focus-areas/curriculum)
- [ Teaching Higher ](/project-name/teaching-higher)
- [ 2016 ](/year/2016)
- [ K12 ](/sector/k12)