Implementing Standards Initiatives in Math and Science Within a Large Urban District: Principal Perspectives on Supports and Barriers

• In Event: Implementing Common Core Math and Next Generation Science Standards: Variation, Supports, and Barriers

Abstract

The present study explores variation in schools enacting district initiatives for achieving CCSS-M and NGSS outcomes, and possible explanations for this variation. Chicago Public Schools (CPS) is a large district over 500 schools and about 400,000 students, divided into 18 regional networks. The principals interviewed in this study represent schools that vary according to grade level; enrollment; selectivity; STEM school designation; student demographics; and level of CCSS-M and NGSS-related supports provided by the district and their partners. Our research questions were as follows:

1) What are the schools’ enactments of the district plans for implementing the standards?
2) How do differences in schools’ organizational capacities and contexts shape their enactment of the district’s plan for implementing standards?

Authors

• Debbie Leslie, Center for Elementary Mathematics and Science Education

• Amy E. Cassata, University of Chicago

• Jeanne Century, University of Chicago