~AEA Public Library

As an educator and evaluator with content expertise in mathematics, early literacy, and English/Language Arts, I evaluate a variety of projects in preK, K-12, and early college settings. The published literature in these grade bands informs evaluation questions and guides data collection methods. Yet, evidence-based recommendations, educational priorities, and instructional strategies are not always aligned across these settings. As evaluators, should our efforts “speak truth to power” and work to better align evidence-based practices and policies across these settings to help ensure student success?

As one example, textbooks selected by higher education faculty, objectives established for courses, and "enacted curriculum" in courses often taught by adjunct instructors or graduate students with limited understanding of the K-12 Common Core State Standards focus more on procedural knowledge in mathematics, while the Core Standards place a strong focus on conceptual understanding and visual models. The misalignment between K-12 and college developmental math courses leaves many students underprepared and frustrated as they enter college.