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And Where Does Common Core Research Go From Here?","","Five years into the Common Core initiative, researchers and the public want to know whether the standards are “working” and how the research field should move forward. This introduction reviews findings on student outcomes and explains why existing evidence is limited. It summarizes analyses using NAEP trends, examines design issues in quasi-experimental and interrupted time-series approaches, and highlights forthcoming longitudinal impact results from C-SAIL.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-common-core-working-and-where-does-common-core-research-go-from-here/589820/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-common-core-working-and-where-does-common-core-research-go-from-here/589820.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of this special topic introduction?","Question",{"text":112,"@type":113},"To assess what is known about Common Core implementation and effects after five years, and to outline important future research directions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is it difficult to determine whether Common Core is “working” for student outcomes?",{"text":117,"@type":113},"Because Common Core was not randomly assigned across states, so researchers rely on quasi-experimental designs that must handle major issues in how “implementation” and “treatment” are defined over time.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the NAEP-based studies suggest about Common Core’s impact?",{"text":121,"@type":113},"Analyses summarized here find limited or non-conclusive differences in NAEP gains between states most and least similar to Common Core, and they show no evidence that high implementers necessarily experienced larger post-CCS achievement gains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589820,1792080241,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-March 2017, Vol. 3, No. 1, pp. 1–6 DOI: 10. 1177/2332858417691749 © The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nIs Common Core “Working”? And Where Does Common Core Research Go From Here?  \nMorgan S. Polikoff  \nUniversity of Southern California  \nFive years into the Common Core initiative, researchers and the general public are interested to know whether and how the standards are “working.” In this introduction to the special topic, I discuss the state of the literature on these questions and offer suggestions for what I view as the most important work moving forward.  \nKeywords: educational policy, instructional practices, mixed methods, policy  \nFive years into the Common Core “experiment,” what do we know about the implementation and effects of the standards? Answering this question was the primary goal of this special topic. The answer, it turns out, is not as satisfying as we might like. In this article, I review both the articles that were published under the topic and my broader sense of where the literature is and where it needs to go. This introduction is organized under these two key questions. However, I start with the impact question because I think it is of more interest to policy makers.  \nWhat Is the Effect of Common Core Standards on  \nStudent Outcomes?  \nThe million-dollar question for the Common Core Standards (CCS) in the public eye is probably whether or to what extent it is “working” to make students more college and career ready. This is a very hard question to answer, which is perhaps why none of the papers in this special topic address it. Descriptively, many jumped on the rare 2013– 2015 National Assessment of Educational Progress (NAEP) declines to imply or argue that the standards were not working (e.g., Burris, 2015) . However, these crude analyses (if they can be called that) did not even attempt to control for key design issues that might affect the validity of the conclusion that Common Core was not “working.”  \nLoveless (2014, 2016) has investigated this question using state NAEP. His work starts to address some of the design issues that affect the crude mean score change analyses mentioned above. In the 2014 analysis, he examined the NAEP gains for states with standards most and least similar to the CCS between 2009 and 2013, finding essentially no differences in gains. Here, he was testing the argument put forth by Schmidt and Houang (2012) that the states with standards  \nthat were more “Common Core–like” saw greater NAEP gains prior to the adoption of the standards. He also analyzed the NAEP gains for states based on an index of state implementation of the CCS, finding slightly larger gains in higher implementation states (though these differences were not statistically significant). Here, he was testing the idea that states that were implementing the standards more fully might see greater gains. In the 2016 analysis, he updated the work using 2015 NAEP results. Focusing on the implementation index, he again found no evidence that high implementers were seeing greater achievement gains post-CCS.  \nLoveless’s analyses are the only of which I am aware that really attempt to get closer to an estimate of the Common Core’s impact on learning; however, the Institute of Education Sciences’ Center on Standards, Alignment, Instruction, and Learning (C-SAIL; on which I am a co–principal investigator) is addressing this question to some extent in its longitudinal impact study, the preliminary results of which should be available soon. The problems with Loveless’s analyses illustrate the general problems with this kind of work and perhaps suggest why few have attempted it.  \nFirst, of course, there are all manner of research design issues. Common Core was not randomly assigned to states, so the best that we can do is a quasi-experimental analysis. Within-state analyses are certainly out of the question because Common Core was either implemented or not in ea","cbCaibj8PsWMQ0Ns","https://ap.wps.com/l/cbCaibj8PsWMQ0Ns","pdf",312784,"English","# Is Common Core Standards “Working”?\n## Effects on Student Outcomes\n## Research Design Challenges and Methodological Limits\n## Directions for Future Work","[{\"question\":\"What is the main goal of this special topic introduction?\",\"answer\":\"To assess what is known about Common Core implementation and effects after five years, and to outline important future research directions.\"},{\"question\":\"Why is it difficult to determine whether Common Core is “working” for student outcomes?\",\"answer\":\"Because Common Core was not randomly assigned across states, so researchers rely on quasi-experimental designs that must handle major issues in how “implementation” and “treatment” are defined over time.\"},{\"question\":\"What do the NAEP-based studies suggest about Common Core’s impact?\",\"answer\":\"Analyses summarized here find limited or non-conclusive differences in NAEP gains between states most and least similar to Common Core, and they show no evidence that high implementers necessarily experienced larger post-CCS achievement gains.\"}]","Is Common Core “Working”? And Where Does Common Core Research Go From Here? | PDF",1792068191,15]