The 2016 edition of the Brown Center Report (BCR) is number five in the third volume and the 15th issue overall. As is customary, this year's BCR contains three studies. Part one is on the Common Core State Standards (CCSS) and instruction in math and reading. National Assessment of Educational Progress (NAEP) data indicate that nonfiction is receiving greater emphasis in both fourth and eighth grade reading instruction, data and geometry are receding in importance in fourth grade math, and course enrollments in eighth grade math are shifting away from advanced courses toward a single, general math course. This section looks at the association between CCSS implementation and change of less than a single NAEP scale score point in both fourth grade reading and eighth grade math. The second section investigates whether tracking, the practice of grouping students into different classes based on ability or prior achievement, in eighth grade is related to Advanced Placement (AP) outcomes in high school. In eighth grade, the tracking question currently boils down to whether high achieving students who are ready for a formal algebra course will get one--or whether all students will take the same general math course. No relationship was found between tracking and AP participation. Part three examines school leadership from an international perspective. All around the world, school principals are called on to provide instructional leadership. Data from the Trends in International Mathematics and Science Study (TIMSS) are examined to see whether principals' instructional activities are associated with student achievement. No association was found. [For the 2015 report, see ED568993.]