Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences.

长期以来，政策制定者一直在寻求通过基于标准的改革来提高对学生的期望。我研究了通用核心州内容标准（CC）对学生成绩的影响程度以及成绩差距的大小。我将有关CC的准备和实施的数据与“国家教育进步评估”学生水平的数据合并在一起。为了确定CC对学生成绩的影响，我在差异中比较了CC的早期实施者和CC的晚期实施者。我发现CC对数学成绩的最初影响是积极的。CC对有经济优势的学生有很大的积极的初始影响，但对有经济劣势的学生没有可察觉的初始影响。