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ERIC Number: EJ1141821
Record Type: Journal
Publication Date: 2017-Apr-10
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1068-2341
Is the Common Core Racing America to the Top? Tracking Changes in State Standards, School Practices, and Student Achievement
Lee, Jaekyung; Wu, Yin
Education Policy Analysis Archives, v25 n35 Apr 2017
This study examines the trends of the U.S. states' reading and math proficiency standards before and after the adoption of the Common Core State Standards (CCSS) and explores their impact on school practices and student achievement. Drawing on the 2003-15 National Assessment of Educational Progress (NAEP) grades 4 and 8 assessment and survey datasets, the study gives new insights into the CCSS policy challenges and outcomes. The states that adopted CCSS raised the rigor of proficiency standards for their student assessments, reversing "race to the bottom" trend during the earlier period of the No Child Left Behind Act (NCLB). However, the CCSS states failed to improve schools' alignment of ELA and math programs with state/district assessments and also failed to improve students' reading and math achievement more than the non-CCSS counterparts. The Common Core has helped America race to the top for performance standards, but not for performance outcomes yet.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A