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Using teacher surveys, logs, and classroom artifact analysis, the studies show reasonable implementation fidelity in both settings. Assessment results indicate statistically significant positive reading effects in Kentucky, but no corresponding impact in Florida, and no significant writing differences in either location. 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[http://ero.sagepub.com](http://ero.sagepub.com)  \nSupporting Common Core Instruction With Literacy Design Collaborative: A Tale of Two Studies  \nJoan Herman  \nScott Epstein  \nSeth Leon  \nNational Center for Research on Evaluation, Standards, and Student Testing  \nThe article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers’transition to Common Core State Standards in English language arts. The first study examines LDC implementation by eighth-grade social studies and science teachers in districts across Kentucky; the second study is set in sixth-grade advanced reading classes in a large urban district in Florida. Based on teacher surveys, logs, and analysis of classroom artifacts, the LDC was implemented with reasonable fidelity across both studies. Based on available assessment scores, results show statistically significant positive effects in Kentucky for reading but no corollary effect in Florida. There were no significant differences in writing scores in either site. The conclusion shares hypotheses that may explain the differences in results and reflects on implications for evidence-based practice.  \nKeywords: evaluation, literacy, research utilization, quasi-experimental analysis, regression discontinuity, regression analyses, Literacy Design Collaborative, LDC, Common Core State Standards, evidence-based practice, artifact analysis  \nCommon Core State Standards (CCSS) have become apolitical punching bag in states and districts across the country. Controversy abounds over charges of federal intrusion eroding local control, pushback against new assessments being used to evaluate teachers, and assessments which are viewed as too time consuming. Yet remarkably, despite this political storm, institutional support for the content embedded in the standards remains widespread, particularly in English language arts (ELA). Only a handful of states did not initially adopt the Common Core ELA standards, and although a number of states have reviewed the standards in response to political pressure, only a small number have fully repealed them, with other states making smaller adjustments. Furthermore, new standards adopted in two of the repealing states, Indiana and South Carolina, were found to closely match the content of the CCSS (Heiten, 2015) .  \nWhat this means is that the majority of students are being engaged with CCSS or CCSS-like ELA standards, which institutionalize key shifts in expectations for students and teachers. Among the key shifts are student engagement with complex texts and associated academic language in multiple disciplines, reading and writing grounded in evidence, and knowledge building through content-rich, informational texts (CCSS Initiative, 2015) . The CCSS extends to content area teachers’new responsibility for students’literacy development and call on ELA teachers to teach a balance of  \nliterary and informational texts (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) .  \nThe value of integrating literacy and content development in increasing student learning is well established. For example, randomized experimental evaluations of several interdisciplinary literacy interventions—such as the Seeds of Science/Roots of Reading program (Duesbery, Werblow,& Twyman, 2011; Goldschmidt, 2010; Wang & Herman, 2005) and the Great Exploration in Math and Science program (Pompea & Gek, 2002)—found statistically significant impacts on student content knowledge, vocabulary, and writing. Similarly, the Reading Like a Historian curriculum (Wineburg, Martin, & Monte-Sano, 2013), which develops students’ disciplinary reading ability in history, was found to have a significant positive effect on students’ historical th","cbCailAiCR6lMcT5","https://ap.wps.com/l/cbCailAiCR6lMcT5","pdf",535735,15,"English","# Study overview\n## Research design and implementation\n## Assessment outcomes\n# Context and rationale for CCSS\n## Political and instructional landscape\n## Key shifts in ELA expectations\n# Literacy-content integration evidence\n## Prior interdisciplinary interventions\n## Reading Like a Historian\n# Challenges and LDC approach","[{\"question\":\"What is the Literacy Design Collaborative (LDC) intended to do?\",\"answer\":\"LDC is a template-based approach to help secondary teachers align classroom instruction with Common Core State Standards, culminating in content-based expository or argumentative writing tasks from reading.\"},{\"question\":\"How were the two studies of LDC designed?\",\"answer\":\"The article examines two quasi-experimental studies: one involving eighth-grade social studies and science teachers in districts across Kentucky, and another set in sixth-grade advanced reading classes in a large urban district in Florida.\"},{\"question\":\"What were the main assessment results for reading and writing?\",\"answer\":\"Teacher survey and artifact analysis indicated reasonable fidelity of implementation in both studies. Available assessment scores showed statistically significant positive reading effects in Kentucky, but no corollary effect in Florida, and no significant writing score differences at either site.\"}]","Supporting Common Core Instruction With Literacy Design Collaborative - A Tale of Two Studies | PDF",1792068220,38]