Accessing Instructional Support in the Common Core Era

• In Event: 75.026 - Intended Curriculum, Enacted Curriculum, and Student Learning

Abstract

The Common Core State Standards (CCSS) initiative aims to create consistency and coordination in what has been the weakly coordinated, fragmented, and often inconsistent sector of public education in the U.S. This study examines the terrain of governmental and non-governmental providers seeking to support instruction in the state of California. Using a mixed-methods approach, this study sheds light on what the provider terrain looks like and a range of access challenges for those seeking to improve instruction, including challenges related to the distribution of support and the curation of materials. These findings have important implications for the CCSS’s “equity imperative” (Benchmarking for Success, 2008) and suggest additional puzzles to be solved if greater consistency and coordination are to be achieved.

Authors

• Michaela Krug O'Neill, Brown University

• Cadence Willse, Brown University

• Susan Moffitt, Brown University

• David K. Cohen, University of Michigan