The report comes as research at the classroom level is showing students don’t have equitable access to grade-level and standards-aligned assignments. In addition, professional development experts stress that teachers need more time to “unpack” and work with curriculum materials, especially as more districts turn to open educational resources to supplement textbooks.
The findings, the RAND researchers write, also address concerns that the academic performance of U.S. students — as measured by the National Assessment of Educational Progress and the Program for International Student Assessment — has not significantly improved since most states began adopting the Common Core.
