Common Core English Language Arts Instructional Adaptations in Odds-Beating Elementary and Middle Schools: Multiple-Case Study Findings

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

This multiple case study investigated the Common Core State Standards (CCSS) ELA instructional shifts in a diverse set of elementary and middle schools as part of the first RttT study implemented in the state of New York. Our sample included schools with above predicted outcomes (i.e. “odds-beating”) and those with predicted outcomes (i.e. typically performing) on CCSS assessments. Based upon analysis of 50 classroom observation data sets including field note observations, summaries of instructional shifts, and debrief interviews with teachers, study findings suggest that teachers in odds-beating schools were employing the CCSS ELA instructional shifts more than those in typically performing schools. Implications regarding instructional adaptations needed to achieve targeted student performance outcomes are discussed.

Authors

• Kristen C. Wilcox, University at Albany - SUNY

• Rebecca L Benjamin, University at Albany - SUNY