CTP Publications Related to this Study:

The Relation Between State and District Literacy Standards: Issues of Alignment, Influence, and Utility

CTP STUDY DESCRIPTION

Analysis of Literacy Standards in Four States

Principal Investigators:

Sheila Valencia, University of Washington
Elizabeth Dutro, Cleveland State University

Overview:

This research drew on analyses of four states and districts that explored the relation between state and local standards, specifically, how state-level reading standards are translated into district curricula. Considerable attention, time, and resources are spent constructing state Language Arts content standards, yet little is known about how, or if, these state standards influence local curricula, teaching practice, or student learning. And, in states and districts where accountability pressure is high, state assessments rather than standards, may receive the bulk of district-level attention. The answers to the following research questions provided important insights into the potential of state standards to improve teaching and learning.

Main Research Questions:

1. In what ways do district standards align with state standards—both in content and in underlying philosophy of literacy learning?
2. How have state standards and state reform efforts influenced the development of district standards and local reform?
3. What process, if any, have local districts engaged in to align their curricula to state standards?
4. How is that process, and the actual district standards document, influenced by the presence or absence of high-stakes assessments?

Method:

Case study research, document analysis

Status:

Research Completed

Publications to Date:

CTP Research Report: The Relation Between State and District Literacy Standards: Issues of Alignment, Influence, and Utility, Elizabeth Dutro and Sheila Valencia, January 2004.