Standards-Driven Instructional Improvement: Lessons Learned in Chicago

The Common Core State Standards in Mathematics (CCSS-M) were released in 2010 with a goal to improve critical thinking skills and prepare all students to thrive in college, careers, and as informed citizens. The Next Generation Science Standards (NGSS) followed in 2013. Most states across the country adopted the standards, which brought ambitious new targets for both students and teachers, but there has been little evidence about whether instructional practices improved.

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.