Standards-Driven Instructional Improvement
This study provides a summary of what happened in one district—Chicago Public Schools (CPS)—as district staff and educators worked to promote change in instructional practices in math and science aligned with the new standards. Researchers used districtwide student and teacher surveys; interviews with educators, school leaders, and district officials; and student achievement data between 2014–15 and 2017–18.
While CCSS-M and NGSS standards were the focus of this study, the findings are broadly relevant to standards-driven instructional change.