Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement.

现有的有关通用核心州标准在数学中的影响的文献收效甚微，但并未根据实施策略，学生分组或除考试成绩以外的其他结果来检查结果的差异。我们使用差异固定方法和学校固定效应来比较在芝加哥中年级标准下，参与专业学习水平不同的学校在标准前和标准后年份的成绩。实施后，在初等成绩较低和平均水平较高的学生中，对于以标准为基础的教学实践，数学成绩，及格率和考试成绩的学生报告，在围绕标准进行更广泛专业学习的学校中，有了显着改善。对于初次成就较高的学生而言，人际关系并不重要。我们讨论了为什么芝加哥可能会看到积极的结果，包括该地区强调围绕实践标准的专业学习以及基于学生先前成绩的不同影响。