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Grade 4 mathematics and Grade 5 English language arts teachers reported the emphasis given to subject topics and cognitive demands in their instruction, enabling alignment estimates overall and by topic and demand. Results showed topic differentiation but not cognitive-demand differentiation, likely overreporting of emphasis, and no significant association between overall or cognitive-demand alignment and teachers’ value-added scores.",{"@graph":69,"@context":123},[70,84,106],{"@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/the-validity-of-measures-of-instructional-alignment-with-state-standards-based-on-surveys-of-enacted-curriculum-read-online/590170/",{"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/the-validity-of-measures-of-instructional-alignment-with-state-standards-based-on-surveys-of-enacted-curriculum-read-online/590170.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the study measure instructional alignment with state standards?","Question",{"text":113,"@type":114},"It uses a validity argument approach and an SEC-adapted instrument to quantify alignment overall and by topic and cognitive demand based on teacher-reported instructional emphasis.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What did teachers tend to differentiate in their reported instruction?",{"text":118,"@type":114},"Teachers differentiated instructional topics but not cognitive demands when reporting the content of their instruction.",{"name":120,"@type":111,"acceptedAnswer":121},"Did instructional alignment relate to teachers’ value-added scores?",{"text":122,"@type":114},"No. Overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},590170,1792172459,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–17 DOI: 10. 1177/23328584221098761  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum  \nDrew Atchison  \nMichael S. Garet  \nToni M. Smith  \nMengli Song  \nAmerican Institutes for Research  \nThis paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment—both overall and by topic and by cognitive demand—with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction,(b) teachers likely overreported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.  \nKeywords: descriptive analysis, educational policy, elementary schools, hierarchical linear modeling, literacy, mathematics education, policy, professional development, secondary data analysis  \nStandardS-based reforms have been a core element of state and federal efforts to improve education for the past three decades and continue to occupy the center stage in state and federal education policy arenas. Standards spell out what students should know and be able to do at the end of each grade or course. The specification of challenging student learning standards is intended to drive the content ofinstruction and student assessment and, ultimately, lead to improved student outcomes (Hannaway, 2003; Porter, 2000). This past decade marked the latest wave of standards-based reforms as states adopted more rigorous standards—so-called collegeand career-ready standards—intended to better prepare students for the demands of college and career after high school. A recent study conducted by Song and colleagues (Songet al., 2021), however, found that the adoption of more rigorous standards that has been the foundation of the latest standards-based reform had not yet moved the needle on student achievement based on analyses of National Assessment of Educational Progress (NAEP) data from 1990 to 2017—a conclusion consistent with the conclusion from earlier analyses conducted by Loveless (2014, 2015, 2016) about the impact of the Common Core State Standards, the dominant form of college-and career-ready standards.  \nOne possible explanation for the disappointing results about the impact of standards-based reforms on student  \nachievement is that teachers’ instruction is generally not well aligned to state standards (Polikoff, 2012a, 2012b) and often does not reflect the instructional shifts needed to support students in meeting the demands of new standards (Coburn et al., 2016; Hamilton et al., 2012) . Research also suggests that teachers need high-quality standards-aligned curricular materials and professional development (PD) to support them in aligning their instruction to new state standards (Polikoff, 2021). As part of a larger research program on the implementation and impact of college- and careerready standards, our study team developed the Feedback on Alignment and Support for Teachers (FAST) instructional coaching program to support teachers in better understanding and aligning their instruction to their sta","cbCaio8YAvD22bAR","https://ap.wps.com/l/cbCaio8YAvD22bAR","pdf",1329938,17,"English","# Background\n## Standards-based reforms and alignment rationale\n# Study Approach\n## SEC-based instrument and two-dimensional framework\n# Measurement and Findings\n## Reported emphasis, differentiation, and alignment results\n## Association with value-added scores\n# Implications","[{\"question\":\"How does the study measure instructional alignment with state standards?\",\"answer\":\"It uses a validity argument approach and an SEC-adapted instrument to quantify alignment overall and by topic and cognitive demand based on teacher-reported instructional emphasis.\"},{\"question\":\"What did teachers tend to differentiate in their reported instruction?\",\"answer\":\"Teachers differentiated instructional topics but not cognitive demands when reporting the content of their instruction.\"},{\"question\":\"Did instructional alignment relate to teachers’ value-added scores?\",\"answer\":\"No. Overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores.\"}]","The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum - read online | PDF",1792068978,43]