In a 2016 report, RAND researchers explored English language arts teachers' implementation of their state standards, with a specific focus on teachers' instructional materials, their knowledge about their standards, and their instructional practices. This report provides an update based on data from a spring 2016 survey of the RAND American Teacher Panel.

Connecting What Teachers Know About State English Language Arts Standards for Reading and What They Do in Their Classrooms

Findings from the American Teacher Panel

Julia H. Kaufman, V. Darleen Opfer, Lindsey E. Thompson, Joseph D. Pane

ResearchPublished Feb 21, 2018

In a 2016 report, RAND researchers explored English language arts (ELA) teachers' implementation of their state standards, with a specific focus on three key aspects: teachers' instructional materials, their knowledge about their standards, and their instructional practices. This report provides an update based on data from a spring 2016 survey of the RAND American Teacher Panel (ATP). In particular, the authors connect teachers' approaches to reading instruction with their understanding of two ideas aligned with most state standards related to reading: use of complex texts and close reading of texts.

The findings imply that ELA teachers need clearer messages about the reading instruction approaches and practices aligned with their state standards, as well as better supports and curriculum resources to engage in those approaches. In particular, teachers need guidance on the use of leveled readers — or texts written at students' individual reading levels — and how to address reading skills through texts.

Key Findings

The Majority of Teachers Did Not Have a Clear Understanding of the Reading Instruction Approaches Most Aligned with Their State Standards

  • Specifically, most teachers thought standards emphasized use of texts written at students' individual reading levels and organizing instruction around reading skills, despite the fact that most state standards emphasize using grade-level texts of appropriate complexity and organizing instruction around texts.
  • Teachers' beliefs about which approaches were aligned with their standards were significantly related to the approaches and reading materials they used in the classroom.
  • Teachers' policy environment and demographics of the students they taught also played a role in the instructional approaches they used.

Recommendations

  • ELA teachers need clearer messages from their state, district, and school about the reading instruction approaches and practices aligned with their state standards, as well as better supports and curriculum resources to engage in those approaches.
  • In particular, teachers need guidance on the use of leveled readers — or texts written at students' individual reading levels — and how to address reading skills through texts.
  • States and districts should strive to provide teachers with a range of supports and tools to help them engage all students in working with complex, grade-level texts.
  • Those who support teachers should specifically ensure that teachers are not teaching reading skills in isolation from texts.

Topics

Document Details

Citation

RAND Style Manual
Kaufman, Julia H., V. Darleen Opfer, Lindsey E. Thompson, and Joseph D. Pane, Connecting What Teachers Know About State English Language Arts Standards for Reading and What They Do in Their Classrooms: Findings from the American Teacher Panel, RAND Corporation, RR-2258-HCT, 2018. As of September 20, 2024: https://www.rand.org/pubs/research_reports/RR2258.html
Chicago Manual of Style
Kaufman, Julia H., V. Darleen Opfer, Lindsey E. Thompson, and Joseph D. Pane, Connecting What Teachers Know About State English Language Arts Standards for Reading and What They Do in Their Classrooms: Findings from the American Teacher Panel. Santa Monica, CA: RAND Corporation, 2018. https://www.rand.org/pubs/research_reports/RR2258.html.
BibTeX RIS

The research described in this report was funded by the Leona M. and Harry B. Helmsley Charitable Trust and conducted by RAND Education.

This publication is part of the RAND research report series. Research reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND research reports undergo rigorous peer review to ensure high standards for research quality and objectivity.

This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.

RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.