Do college- and career-readiness standards improve student learning?
Join us Wednesday, May 27 and Thursday, May 28, 2020, as we share what we've discovered over the last five years examining standards implementation at the state, district, school, and classroom level. Learn how standards-based reform has impacted student achievement, high school graduation rates, and college enrollment rates. Hear from practitioners approaching standards implementation in new and innovative ways. Listen to teachers and coaches about improving instructional alignment through real-time feedback. Gain insights on differentiated support for English learners and students with disabilities. And help us understand what's ahead in standards-based reform. Sign up for C-SAIL's mailing list for conference updates including registration, agenda, speakers, and more.
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and President of the Learning Policy Institute. She has conducted extensive research on issues of educator supply, demand, and quality. Among her award-winning publications in this area are What Matters Most: Teaching for America’s Future; Teaching as the Learning Profession; and Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do. She was executive director of the National Commission on Teaching and America’s Future and director of RAND Corporation’s education program. Darling-Hammond began her career as a public school teacher.
Andy Porter, C-SAIL Director
Until we provide teachers with meaningful instructional support that aligns with the challenging new standards states have adopted, students will not develop the critical thinking and problem-solving skills they need to thrive.
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. C-SAIL was established in July 2015 to serve as an objective resource on the implementation and effects of the full breadth of college- and career-readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.