November 21, 2012
The Thomas B. Fordham Institute’s Kathleen Porter-Magee shares three takeaways about curriculum and Common Core implementation from a recent report, “Large-Scale Evaluations of Curricular Effectiveness: The Case of Elementary Mathematics in Indiana,” appearing in Educational Evaluation and Policy Analysis. The report examines district-level curriculum decisions and the relationship to student achievement.
This report is particularly valuable to teachers and administrators working to develop curriculum aligned to their new standards given that, according to Porter-Magee, there is “… a dearth of good, independent research that can help leaders determine which curricula are most effective.”
Read more here.
