When Goals Conflict: Accountability Policies and the Common Core Standards

• In Event: Accountability Policy and Local Action

Abstract

The Common Core State Standards (CCSS) implemented in 2012-2013 have caused consternation among teachers, raising questions as to how CCSS is affecting teachers’ perceptions of their capacity to teach effectively. Original quantitative research revealed that (a) CCSS teachers’ perceptions in this regard reduced after CCSS implementation, (b) there were no differences concerning the impact of CCSS on teachers’ perceived capacity to teach different student populations (general education, special education and English language learners) and (c) more experienced teachers had larger reductions in perceived capacity. These findings are discussed in light of the literature on U-shaped learning curves and in the context of the pressures created by a system that makes teachers, not the imposed standards or assessment methods, accountable.

Authors

• Audrey Figueroa Murphy, Saint John's University

• Bruce Torff, Hofstra University