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ERIC Number: ED557605
Record Type: Non-Journal
Publication Date: 2015-Mar
Pages: 36
Abstractor: As Provided
Reference Count: 41
Getting College and Career Ready during State Transition toward the Common Core State Standards. Working Paper 127
Xu, Zeyu; Cepa, Kennan
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
This study provides a first look at how student college- and career-readiness have progressed in the early years of the Common Core State Standards (CCSS) implementation. It is motivated by concern that changes triggered by the standards transition might be disruptive to student learning in the short run, even when those changes may become beneficial once fully implemented. Using longitudinal administrative data from Kentucky, an early adopter of the CCSS, we followed three cohorts of students from the end of the 8th grade to the end of the 11th grade and found that students exposed to the CCSS--including students in both high- and low-poverty schools--made faster progress in learning than similar students who were not exposed to the standards. Although it is not conclusive whether cross-cohort improvement was entirely attributable to the standards reform, we found that students made large gains in proficiency in the years immediately before and after the transition. Additionally, we found student performance in subjects that adopted CCSS-aligned curriculum framework experienced larger, more immediate improvement than student performance in subjects that carried over last-generation curriculum framework.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Kentucky
Identifiers - Assessments and Surveys: ACT Assessment