Implementation and Effects of LDC and MDC in Kentucky Districts


The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of Research for Action Inc. or the Bill and Melinda Gates Foundation. Kentucky has been a leader in the movement to more rigorous college and career ready standards to support their students' success in the 21st century. The first state to adopt new college and career ready standards (CCRS), termed the Kentucky Core Academic Standards, Kentucky and many of its districts have moved proactively and strategically to meet the challenge of more rigorous expectations and to facilitate educators and students' transition to the new demands. All students are to be on a trajectory to graduate high school, and should be prepared for college and career success. Basic skills have given way to goals for deeper learning, where students are expected to apply, reason with, communicate, and use their knowledge to solve complex problems. This brief summarizes early evidence on the success of two tools Kentucky districts have used to support their teachers' transition to these more demanding goals: Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC). With support from the Bill and Melinda Gates Foundation, LDC and MDC tools have been designed and implemented to embody the key shifts in teaching and learning that the new standards demand. By implementing the tools, teachers then engage in new pedagogy and address relevant learning goals of the Kentucky Core Academic Standards. In the sections that follow, we provide a brief background on the two tools and our evaluation methodology. We then follow with findings for each intervention and conclude with implications of our findings across the two studies. We stress that our methods were rigorous and our findings positive, but still our study provides only an " early read " on LDC and MDC effectiveness. Our quasi-experimental design cannot separate the effects of LDC and MDC from other changes that may have been going on in the study districts and schools. Further, our study is based on a limited sample of schools and teachers in select subjects and grade levels who participated in the piloting of the tools. These included eighth grade social studies/history and science teachers and ninth grade Algebra 1 teachers who initiated their tool use during the 2010-11 or 2011-12 school years. Study results are based on data from the 2012-2013 school year. Full technical reports …

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@inproceedings{Herman2015ImplementationAE, title={Implementation and Effects of LDC and MDC in Kentucky Districts}, author={Joan L. Herman and Scott K. Epstein and Seth Leon and Deborah La Torre Matrundola and Sarah J. Reber and Kilchan Choi}, year={2015} }