Implementation of Texas’s Learning Standards in English Language Arts and Math - Insights, Innovations, and Challenges in Six Districts

Oct 15, 2026

Uploaded by Margaret

Examines how Texas implements college- and career-readiness (CCR) standards in English language arts (ELA) and math across six districts. Using interview and survey data, it analyzes how district administrators, principals, and teachers understand, experience, and implement Texas Essential Knowledge and Skills (TEKS). The study highlights teacher perceptions on curriculum, professional development, assessments, and supports for students with disabilities (SWDs) and English learners (ELs), drawing on research begun in 2015.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Curriculum

Professional Development (PD)

Assessments

JUNE 2018 Implementation of Texas’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college-and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Since our research began in 2015, C-SAIL researchers have conducted a staterepresentative survey of 42 district officials, 154 principals, and 591 teachers in Texas. In addition, we have interviewed 12 state officials and 20 district officials in six Texas districts. We will interview teachers in the Fall of 2018. We selected the six case study districts by identifying two urban, two suburban, and two rural districts with relatively high percentages of SWDs and ELs. We also examined other district characteristics—percentage of students receiving free or reduced-price lunch, student achievement or growth rates, and geographic location within the state—to ensure that our districts represented a range of contextual factors. Below we highlight our key survey findings on teacher perceptions on curriculum, professional development, assessments, SWDs, ELs, and outreach/communication. We share detailed insights from district officials in the six case study districts, emphasizing Texas’s innovative practices and notable challenges. The Center on Standards, Alignment, Instruction, and Learning [c-sail.org](c-sail.org) 1 Curriculum A majority of teachers (75%) felt that the curriculum selected or developed by their district was aligned to the standards. Insights Districts are investing considerable time in creating curricular materials (e.g., scope and sequence, yearly plans, instructional focus documents) to support teachers in implementing the standards in more specific ways with concrete examples. Innovations Curriculum is being used as a strategic tool for ensuring alignment, though districts take different approaches. » Teachers participated in curriculum reviews with district personnel at regularly scheduled intervals, which facilitated curricular standardization in large, sprawling districts. » One district adopted a focused strategy of developing a small set of curricular goals, rather than a complete curriculum redesign. » In several districts, curricular reform focused on an instructional document that provided an overview of what each unit entailed, what students should know prior to the unit, what they were going to learn, and what they should be able to do. When bundled with performance assessments, this document helped teachers understand what was required and what each standard meant in context. » Two districts used vetting committees of principals and teachers to decide upon and evaluate curriculum. Challenges Districts continue to struggle to incentivize teachers to abandon traditional units and practices (such as phonics instruction) in favor of more standardsaligned instruction. Several expressed concerns that the standards covered too many topics. » According to administrators, teachers are still grappling to understand the standards at a deep level. They reported that teachers felt overwhelmed with having to cover a range of content while simultaneously discontinuing prior practices. 2 The Center on Standards, Alignment, Instruction, and L

FAQs

What is the document’s main focus?

It investigates how Texas districts implement TEKS standards in ELA and math, whether implementation improves student learning, and what tools measure and support it.

How does the study collect data?

It uses state-representative surveys of district officials, principals, and teachers, plus interviews of state and district officials in six case study districts.

What kinds of supports are examined for teachers?

The study reviews supports including curriculum materials, professional development (such as coaching and learning communities), and assessment-related tools, with attention to SWDs and ELs.

Oct 15, 2026

Uploaded by Margaret