Changes in Mathematics Instruction Since the Implementation of Common Core State Standards in Chicago

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

Abstract

This study investigates changes in students’ instructional experiences in their mathematics classes with the implementation of the CCSS-M in the Chicago Public Schools (CPS), and whether these changes differ depending on the level of standards-related PD reported by teachers in each school.
By themselves, new standards are unlikely to result in improved student outcomes unless teacher practice shifts in ways that are aligned with the goals of the new standards and lead to stronger instructional environments for students. In addition to course content, the degree to which students put in effort and learn is affected by whether the class is challenging, orderly, information and expectations are clearly presented, and students are engaged in the work (e.g., Bill and Melinda Gates Foundation, 2010; Lee & Smith, 1999). These instructional elements can be affected by changes in curriculum and pedagogy accompanying new standards in both intended and unintended ways. Teachers who have access to sustained, high-quality PD are more likely to shift practice in ways that are consistent with the goals of any intervention (French, 1997). Previous research showed that there was a good deal of variation across CPS schools in the kinds of standards-related PD reported by teachers (Gwynne & Cowhy, 2016), and we might expect changes in classroom instructional environments depended on the degree to which teachers engaged in professional development supports.

Authors

• Julia A. Gwynne, University of Chicago

• Shanette C Porter, University of Chicago

• Elaine M. Allensworth, University of Chicago

• Sarah Elizabeth Cashdollar, University of Chicago