Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice

Abstract

Despite the recent rollout of the Common Core State Standards (CCSS), CCSS-aligned assessments, and test-based teacher evaluation systems, questions remain regarding the impact that these accountability policies will have on teachers and students. This article discusses the psychosocial and instructional consequences of test-based accountability policies and the role that school psychologists may have in supporting schools and teachers. Research on the influence of high-stakes testing and accountability practices on teacher well-being and stress is first reviewed. Then, research on the use of counterproductive instructional practices and the impact of these counterproductive instructional practices on student learning, test performance, and educational advancement is discussed. School psychologists may provide leadership, consultation, and support to assist schools and teachers in promoting student learning and addressing expected and unexpected challenges faced by the new policies and practices resulting from the CCSS and CCSS-aligned assessments.