Anticipating the Relationship of Instructional Alignment With Common Core State Standards for Mathematics and Student Mathematics Achievement

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-1 - Division L Section 3

Abstract

The current study examined the effects of the coverage of Common Core State Standards for Mathematics (CCSSM) in teachers’ instruction, i.e., instructional alignment, on student mathematics score and mathematics domain scores. The instructional alignments showed significantly positive effects on the fourth-grade student mathematics score, geometry and data scores. The significant and positive effects of instructional alignments were also found on the eighth-grade student mathematics score and four domain scores. The relationship of instructional alignment with CCSSM and student achievement didn’t vary significantly across different mathematics domains. The results suggested the importance of instructional alignment in understanding of the successful implementation of CCSSM.

Authors

• Siwen Guo, Michigan State University

• William H. Schmidt, Michigan State University