%0 Journal Article
%T Teacher Implementation of College
%A Adam K. Edgerton
%A Laura M. Desimone
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418806863
%X Using state-representative teacher surveys in three states¡ªTexas, Ohio, and Kentucky¡ªwe 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
%K standards-based reform
%K Common Core
%K instruction
%K state policy
%K college- and career-readiness standards
%U https://journals.sagepub.com/doi/full/10.1177/2332858418806863