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It asks how teachers describe the specificity, authority, consistency, power, and stability of the standards environment and how policy context predicts standards-emphasized instruction. Results show subject-, grade-, population-, and locale-based differences: elementary math teachers emphasize more standards content than elementary ELA teachers, while secondary ELA teachers do more than secondary math teachers; teachers of SWDs and rural teachers emphasize less content overall.",{"@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/teacher-implementation-of-college-and-career-readiness-standards-links-among-policy-instruction-challenges-and-resources/590738/",{"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/teacher-implementation-of-college-and-career-readiness-standards-links-among-policy-instruction-challenges-and-resources/590738.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which states and data source does the article use to study CCR standards implementation?","Question",{"text":112,"@type":113},"It uses state-representative teacher surveys from three states: Texas, Ohio, and Kentucky, focusing on teachers’ implementation of college- and career-readiness standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do teacher reports relate policy environments to what teachers emphasize in instruction?",{"text":117,"@type":113},"The findings indicate that aspects of the standards environment—such as authority/buy-in—can predict increased coverage of standards-emphasized content, with differences by subject.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences does the study find across subject, grade level, and teacher groups?",{"text":121,"@type":113},"Elementary math teachers teach more standards-emphasized content than elementary ELA teachers, and secondary ELA teachers teach more than secondary math teachers. 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[http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nTeacher Implementation of College-and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources  \nAdam K. Edgerton  \nUniversity of Pennsylvania  \nLaura M. Desimone  \nUniversity of Delaware  \nUsing state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.  \nKeywords: standards-based reform, Common Core, instruction, state policy, college-and career-readiness standards  \nIntroduction  \nSince the passage of the Every Student Succeeds Act (ESSA) in December 2015, K–12 standards-based reform isin the midst of a period of growing decentralization as states revise their standards, assessments, and associated policies (Polikoff, 2017) . The resulting cross-state variation in standards, and the growing within-state differences in teacher supports and political rhetoric, suggest there may be wide variations in how teachers experience standards-based policy. Or, we may be overstating the extent to which state policy contexts are substantively different from teachers’perspectives. To understand if and how standards-based reform improves student learning, we first must understand how teachers view and experience these policies and whether their perceptions oftheir policy environments have relationships to what teachers teach. Standards-emphasized instruction sits at the core of the theory of change of standards-based reform (M. S. Smith & O’Day, 1991) . If teachers do not change what they are teaching to match state standards, standards-based policies may be much ado about nothing.  \nDespite backlash to the Common Core State Standards (CCSS) and the declaration by education secretary Betsy  \nDeVos that “Common Core is dead” (U.S. Department of Education, 2018), college-and career-readiness (CCR) standards remain viable because of a series of institutional logics (DiMaggio & Powell, 1983) in both the political and professional spheres. The general public expects there to be some standards in K–12 public education and some level of accountability regardless of the name attached to the standards themselves—or their specific content (Bovens, 2007) . In their 2015 book, Supovitz and Spillane (2015) identify seven reasons for supporting standards, and this study focuses on their second rationale: influencing core classroom interactions between teachers and students. Policymakers continue to set academic expectations for teachers in the hopes that teachers will teach to them, and this trend is arguably centuries old (Gamson, 2015) .  \nImportance of the Study  \nOur study is novel in its efforts to measure how teachers experience policy and","cbCaifkFI52I3yec","https://ap.wps.com/l/cbCaifkFI52I3yec","pdf",685540,22,"English","# Introduction\n## Importance of the Study\n# Article Summary","[{\"question\":\"Which states and data source does the article use to study CCR standards implementation?\",\"answer\":\"It uses state-representative teacher surveys from three states: Texas, Ohio, and Kentucky, focusing on teachers’ implementation of college- and career-readiness standards.\"},{\"question\":\"How do teacher reports relate policy environments to what teachers emphasize in instruction?\",\"answer\":\"The findings indicate that aspects of the standards environment—such as authority/buy-in—can predict increased coverage of standards-emphasized content, with differences by subject.\"},{\"question\":\"What differences does the study find across subject, grade level, and teacher groups?\",\"answer\":\"Elementary math teachers teach more standards-emphasized content than elementary ELA teachers, and secondary ELA teachers teach more than secondary math teachers. Teachers of students with disabilities and rural teachers teach significantly less of the emphasized content.\"}]","Teacher Implementation of College-and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources | PDF",1792070315,55]