Year 3 of Implementing the Common Core State Standards: State Education Agencies’ Views on the Federal Role

This report discusses how state education agencies view the federal role in assisting them with CCSS implementation and how a reauthorized Elementary and Secondary Education Act (ESEA) could be shaped to better support state implementation efforts. Most responding state education officials did not see opposition to the Common Core as a major challenge, and most said it was unlikely their state would back away from the standards. A majority of CCSS-adopting states indicated support for particular legislative changes to the ESEA that would directly assist state and district efforts to transition to the Common Core.

Content Comments 

The goals are effectively stated on page 1, paragraph 3, and the report itself effectively meets its goals. The reader should be aware that there appears to be only one respondent from each state and that the opinions might vary if there were more respondents or if they were from different departments within a state agency. The report might also increase its value to the field if it noted the potential for lightning rod events that are common in both national and state politics which could very quickly change the support of the CCSS. However, the report does provide valuable evidence that states continue to support and implement the CCSS in their respective states. The organization, language, length, and visuals are excellent throughout. It may have been helpful to provide the actual survey administered to states as an Appendix. This paper is likely to have substantial utility not only by policymakers but other organizations that generally support and are attempting to implement the CCSS across their school districts and schools. Respectable set of references that support the report. Regarding completeness, it would be helpful if the report clearly said that there was just one respondent from each state, if indeed that was the case.  Because this report provides evidence of state support for the CCSS, it could have an effect on learning, although that effect will likely be over a longer, rather than shorter period of time. The paper has already had an effect on education policy.