Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?
Troia, G. A., Olinghouse, N. G., Mo, Y., Hawkins, L., Kopke, R. A., Chen, A., Wilson, J., & Stewart, K. A. (2015). Academic standards for writing: To what degree do standards signpost evidence-based instructional practices and interventions? The Elementary School Journal, 116(2), 291-321. https://doi.org/10.1086/683984
This article examines writing standards from a representative sample of states and the Common Core State Standards to determine the extent to which they signpost evidence-based practices for writing instruction. The authors found that some practices were included fairly consistently, but others appeared rarely, with substantial variation across standards and limited overlap between many states' standards and the CCSS.
Key takeaways
- Writing standards do not consistently reflect the full range of evidence-based writing practices.
- Isolated components of writing process instruction appeared more often than practices such as using text models.
- State standards varied widely in how many evidence-based practices they included.
- Only a few states' writing standards overlapped substantially with the CCSS.
- The findings have implications for teacher professional development and standards review.
Why it matters
Provides a comparative content analysis of state and CCSS writing standards mapped against evidence-based instructional practices, highlighting gaps between policy documents and research-supported writing instruction.
Coauthors
Gary A. Troia, Natalie G. Olinghouse, Ya Mo, Lisa Hawkins, Rachel A. Kopke, Angela Chen, Joshua Wilson, Kelly A. Stewart
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