How State Performance Shapes the Challenge of Common Core

The Common Core State Standards are designed to raise expectations for teaching and learning nationwide. But while all states are working toward the same college- and career-ready goals, they are not starting from the same place.

A new analysis from The Education Trust (EdTrust) finds that the gap between states’ past performance and improvement will significantly shape how well they can meet the demands of these new standards.

What the Analysis Found

In Uneven at the Start, EdTrust uses data from the National Assessment of Educational Progress (NAEP) to examine how states performed and improved over the last decade—both overall and for low-income students and students of color, who make up America’s “new majority.”

The findings reveal stark differences:

• Some states have strong track records of high achievement and steady improvement across student groups.
• Others begin at a disadvantage, with lower performance and slower gains.
• Several states show solid overall results but continue to lag for historically underserved students.

These differences matter as states work to implement more rigorous academic standards.

Leaders and Laggards

States such as Maryland, Massachusetts, and New Jersey demonstrate that sustained improvement for all students is possible—even when standards rise.

Meanwhile, states like West Virginia and Oregon face greater challenges due to weaker performance and limited progress, while states including Ohio and Wisconsin show mixed results with persistent equity gaps.

Why It Matters

Raising standards without acknowledging where students are starting risks deepening inequities. Honest data—and lessons from states that have improved the most—are essential to ensuring all students have the opportunity to succeed.

Downloads

Download the Report (PDF)

Download Appendix A (PDF)

Download Appendix B (PDF)

Photo by Dorothy Kozlowski