Trends in U.S. Mathematics Achievement After Adoption of College- and Career-Ready Standards

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Quantitative Studies Exploring Course-Taking Patterns in Science and Math Education in High School and Beyond

Abstract

New college- and career-ready standards implemented across the US over the past decade were intended to increase the rigor of academic standards and alignment across states. I use quasi-experimental methods to estimate how the implementation of CCR standards affect mathematics achievement for students at the mean and then disaggregate the results at different percentile levels across the distribution to determine if there is a differential effect. I find the adoption of CCR policies during the 2010s correlates to the disproportionate and dramatic decline of low-achieving students in mathematics using an interrupted time-series (ITS) design. I discuss implications with attention to the unintended consequences of a policy focus on the implementation of new standards, particularly for low-achieving students.

Author

• Joshua L. Michael, University of Maryland - Baltimore County