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By Brian M. Stecher, Tammi Chun, Sheila Barron, Karen E. Ross

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Similarly, teachers made modest changes in curriculum content and instructional strategies in writing and mathematics to promote the goals of the reform. WASL appeared to be the most salient influence on teachers and schools. Teachers indicated that many of their changes in the writing and mathematics curriculum and instruction mirrored the content or format of the WASL tests. Other things being equal, schools with greater curriculum alignment also had higher WASL scores in reading and mathematics.

Districts changed standards, curriculum, and assessments to be consistent with the state reform. Similarly, teachers made modest changes in curriculum content and instructional strategies in writing and mathematics to promote the goals of the reform. WASL appeared to be the most salient influence on teachers and schools. Teachers indicated that many of their changes in the writing and mathematics curriculum and instruction mirrored the content or format of the WASL tests. Other things being equal, schools with greater curriculum alignment also had higher WASL scores in reading and mathematics.

Principals and teachers devoted considerable effort to learning about the reform and adapting school practices to support it. Principals and teachers reported that they understood and supported the reform. Districts changed standards, curriculum, and assessments to be consistent with the state reform. Similarly, teachers made modest changes in curriculum content and instructional strategies in writing and mathematics to promote the goals of the reform. WASL appeared to be the most salient influence on teachers and schools.

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